Keyword: «parents»

The Ministry of Education of the Russian Federation has declared 2026 the Year of Preschool Education, along with improving the quality of care and development for preschoolers, and this also implies enhancing the psychological and pedagogical competency of parents. It has a decisive influence on the development of a child's personality. The aim of this study was to examine the psychological and pedagogical competency of parents raising preschool-aged children and to substantiate, test, and evaluate the effectiveness of a program aimed at improving the psychological and pedagogical competency of parents raising preschool-aged children. The theoretical and methodological foundation of this study is based on the work of scholars specializing in psychological and pedagogical competency, as well as educational and developmental psychology of preschoolers. The study utilized theoretical, empirical (questionnaires, testing), and data processing methods. A total number of 200 preschoolers and their parents participated in the study. The survey was conducted at two educational institutions in the city of Tula. Based on the research findings, a program for enhancing the psychological and pedagogical competency of parents raising preschool-aged children is presented. This program aims to expand parents' knowledge of their children's age-related characteristics, increase awareness of normal and deviant development, strengthen their motivation to be a role model for their child, consciously instill positive life goals in them, and enhance the value of spending time together and actively participating in their child's life. It also creates conditions and supports the need to analyze their own parenting mistakes. The study's novelty includes expanding and systematizing scientific understanding of the specifics, structure, and potential for developing parental competency among preschoolers’ parents. The theoretical significance of this study lies in clarifying the specifics of psychological and pedagogical competency in parents of preschool-aged children, expanding their understanding of the factors influencing its development, and identifying conditions and methods for improving it. The practical significance of this study lies in the potential for the application of a ready-to-use diagnostic program and a formative program in the work of preschool educational institutions presented in blocks in accordance with the structure of parental competency.

The article examines the attitude of parents of schoolchildren towards quadrobing as a socio-psychological phenomenon that is gaining popularity among schoolchildren. The relevance of the problem is revealed, the definition and description of the characteristics of quadboarding are given, and the emotional and value attitudes of parents are analyzed, including anxious, controlling, and neutral forms of reaction to the hobby of schoolchildren. Particular attention is paid to the psychological aspects of the influence of quadboarding on the emotional state, socialization processes, and the formation of students' personal identity. The results of an empirical study of the attitude of schoolchildren's parents towards quadboarding are presented, and three interrelated components of the attitude are examined: cognitive, emotional, and behavioral.

The article raises the issue of ensuring the social adaptation of primary school students. It substantiates the need to study the causes of increased anxiety among primary school students and to study the family history of the child in a tolerant manner. The authors suggest that the primary cause is the trauma of attachment that occurs within the family system between the child and the mother. This trauma can be exacerbated in the school environment, where the teacher acts as an adult who requires compliance with certain social rules and evaluates and imparts knowledge, values, and experiences. The article emphasizes the need to investigate all aspects of the trauma of attachment in primary school relationships.

The article, based on many years of practical experience in teaching in preschool institutions, including MBDOU “Kindergarten No. 99 of Combined Type” in Kazan, explores the socio-psychological barriers that arise in the interaction between parents and teachers of preschool educational organizations. The theoretical foundations of the concept of barriers are revealed, an expanded typology is provided, and the current causes of their occurrence and consequences for the educational process are analyzed. Special attention is paid to the requirements of the updated standards – FSES DO (ed. 2022) and FOP DO (2023), where the importance of family and teacher partnership is emphasized. Based on practice, specific ways of overcoming barriers are proposed, including active involvement of parents, and recommendations for teachers, heads of preschool institutions and parents.

This article examines the pressing issue of parental involvement in correctional and developmental work with children with disabilities, specifically the role of parents as active participants in the correctional process. Current research in special education and psychology confirms that the effectiveness of correctional assistance largely depends on the coordinated interaction of specialists and the child's family. Key aspects of this topical issue include the continuity and integrity of the interaction between teachers and parents within the family, the psychological condition of parents as a factor of success, and increased diagnostic efficiency. Early childhood is a sensitive period for the development of basic mental functions, so the quality of educational influence in the family has a significant impact on the child's subsequent development and the results of correctional work. The aim of the study is to substantiate the importance of active parental involvement in the correctional and developmental process and the influence of family education on the success of correction of developmental disorders in children with disabilities. Effective approaches to studying the issue of parental involvement in correctional and developmental work with children with disabilities include an individual approach, a systematic approach, psychological and pedagogical support, and the use of various forms of interaction. The study emphasizes that parents are the first and most important participants in the educational and developmental process, and their pedagogical competency directly influences the dynamics of a child's development. During the pilot study, 11 parents were surveyed. The authors developed and tested an interdisciplinary family support program "8 Steps to Success" based on the principles of neuropsychological, psychological, and pedagogical integration. The theoretical significance of the study lies in the fundamental shift in special education and psychology from a medical model (child-teacher) to a person-centered model (teacher-child-parent). The practical significance of the study lies in the potential for the use of the presented findings and recommendations in the work of special education teachers, psychologists, and specialists in organizing interactions with families raising children with disabilities.