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The relevance of the topic of the article. The article discusses the characteristic features of the style of parental attitude “Severity of sanctions” (Eidemiller E.G., Justickis V.V.). It is revealed that the style of parental attitude to the child depends on the quality of reflection. Reflexive defenses, in turn, manifest themselves in behavioral forms of reaction and are fixed as an experience in the styles of parental attitude. The authors also compiled a reflexive portrait of the mother with this style of parental attitude, according to which the reflexive strategies and tactics of the mother’s behavior when communicating with the child are clearly visible. A mental map and an algorithm for consulting work with the mother are also presented.

The aim of the study. The results of an empirical study of the relationship of the style of parental attitude “Severity of sanctions” with the peculiarities of the mother’s reflection are presented. On the example of this style of parental attitude to the child, the reasons preventing the formation of the psychological well-being of the child are shown.

Description of the research progress. An empirical study was conducted with mothers raising preschoolers. The study involved 236 dyads of mothers with children. Respondents have higher education (67%), are married (51%), work (70%) and have more than one child (45%).

Conclusion. The more pronounced the indicators of the protective (pathogenic) reflection of the mother, the more the unconstructive style of parental attitude towards the child is presented, the less competent she is in educational activities.

The relevance of the topic of the article. It is in the family that the foundation of the child’s social experience is laid. In the process of interaction of a child with a close adult, stable features of constructive personal response are formed, characterological features are fixed. As a rule, the mother is recognized as the dominant influence on the child, on the development of emotional sphere. It is the mother who satisfies the child’s needs for the benevolent attention of an adult. The boundaries of our research do not allow us to identify all the factors contributing to the formation of a particular style of parental attitude to the child. However, many researchers, revealing the concept of parental attitude style, note the unconscious nature of behavioral manifestations and parental attitudes assigned by the mother in childhood imprinted. Therefore, we assumed that one of the factors in the formation of a particular style of parental attitude to the child is the quality of the mother’s reflection. The mother’s reflection, which has a protective character from negative experiences (fear of failure, shame, guilt, resentment), giving a locally temporary effect – pathogenic reflection. Reflection aimed at solving the problem in the relationship with the help of adequate means of the situation – sanogenic reflection.

The aim of the study. The article presents the results of an empirical study of the relationship between well-being in child-parent relationships and factors that negatively affect its development. Such factors are the styles of the child-parent relationship “Excessive requirements-prohibitions” and “Insufficient requirements-prohibitions” and the pathogenic reflection of the mother. On the example of these styles of parental attitude to the child, the mechanisms that prevent the formation of the emotional and psychological well-being of the child are shown.

Description of the research progress. An empirical study was conducted with mothers raising preschoolers. The study involved 236 people – mothers of preschoolers. Mostly respondents have higher education (67%), are married (51%), work (70%) and have more than one child (45%). The r-Spearman rank correlation coefficient and the Mann-Whitney U-test, a nonparametric statistical method of data processing for independent samples, were used for data processing.

The results of the study. The style of parental relationship is a formal dynamic characteristic, which is based on fixed, habitual forms of behavior for the mother and relationships in general, which may be non-constructive (pathogenic) in nature. It is concluded that the style of parental attitude to the child depends on the quality of reflection. Reflexive defenses, in turn, manifest themselves in behavioral forms of reaction and are fixed as an experience in the styles of parental attitude.

Conclusion. The more pronounced the indicators of the protective (pathogenic) reflection of the mother, the more the unconstructive style of parental attitude towards the child is presented, the less competent she is in educational activities. It is established that the style of parental attitude to the child depends on the quality of reflection. The pathogenic reflection of the mother is not aimed at solving problems arising in the child-parent relationship, but at her own experiences and states, which actualizes the need to protect against them. Reflexive defenses, in turn, manifest themselves in behavioral patterns and are fixed as an experience in parenting styles.

Introduction. This paper describes results of an integrated multivariate research project, provisionally called “Artifacts of Childhood”, that studied sociological and pedagogical tendencies connected with correlation between the values of the modern adult’s and child’s worlds. The purpose of this study was to look into the specifics of the modern attitude to the childhood, the child’s values-based attitude towards the adult’s world, and to develop an understanding of the value determinants of the child’s social and personal development.

Methods. Research methods were based on Adlerian conceptual model of a deliberate and purposeful changing of parenting styles (A. Adler); the concept of a cultural-historical development (L. S. Vygotsky, A. N. Leontiev) of the child’s personality in the course of mastering the knowledge of previous generations with guidance from an adult (N. F. Radionova); understanding of the child as the subject of child’s activities (T. I. Babayeva, A. G. Gogoberidze and others).

Results. Authors defined essential and structural characteristics of the value‑based attitude of children towards the adult’s world, and established pedagogical determinants that ensure the development of the values-based attitude to the childhood period. Authors received actual data on the interaction between the preschool and the family in the course of shaping the value orientation of adults and modern preschoolers.

This article describes a longitudinal study on the perception of the world by senior preschool children carried out in Moscow as an example of the modern approach to the analysis of psychological characteristics of early childhood. Studies over the course of recent decades have seen young children as active and full-fledged participants in the research process and were eager to listen and to hear the child’s voice. New methodological approaches were developed, such as phenomenological, narrative, “mosaic”, and others. New diagnostic techniques that use these approaches have been created. Conditions for effective research involving younger children were studied, and reliable and adequate information was obtained from them. The Moscow longitudinal study was launched in 1992, at the beginning of fundamental social and economic reforms in Russia. It was aimed to analyze the impact of changes in the country on the views of senior preschool children. The study involved six-year-olds attending preschools in Moscow. Using a structural approach, each child was interviewed about their views on their life, themselves, as well as the latest developments in Russia and in the world. Six surveys have been completed to date. Each survey was associated with significant social, economic, and political changes in Russia. The research was continued in 2016-2017. The qualitative analysis as its main research method, which allows researchers to see children’s life through their own eyes, assess new opportunities and risks for their development in the modern world was implemented. This is the only Russian study that covers more than two decades which not only reveals the characteristics of the attitudes of children in a particular social environment but also documents the changes in these characteristics.

Current research shows that ecological education is based on a certain value system: understanding the uniqueness and intrinsic value of nature on the basis of ecological knowledge, the importance of the valuable relation to nature, the awareness of each person’s responsibility for the preservation of life on the planet. These postulates help to form elements of ecological culture of preschoolers. Currently, the issue of using natural history literature in ecological education of preschool children is not covered in theoretical and methodological literature. This article quotes the works of children’s writers who most clearly characterize this position.

Societal change and prescriptions in curricula demand a change in educational practice. This can create conflicts between practitioners’ usual practices (norms) and those prescribed by curricula. One example is the introduction of Information and Communication Technology (ICT) into preschool practice. Hence, our aim is to analyse how norms are used as arguments for or against using computers in preschool practice. Data consist of naturalistic texts from 31 preschool teacher students revealing their experiences in attempting to embed computers into practice. Results show ambivalence to computer use. Two lines of arguments emerged: one embracing the new technology, the other rejecting this new technology. The following arguments were made to justify ICT in preschool: the child as a citizen, the competent child and the active child. Concern was expressed between the teacher’s need for control and the child’s need for independence and guidance.

The article presents a series of studies of the effect of mother on the course of the child’s adaptation to preschool institute. Correlation between quality of attachment to the mother, the nature of the interaction in the dyad, mother’s attitudes to the preschool institute and adaptation of the child to preschool establishment are shown. The study involved 107 mother-child pairs. The methods used in the study were: analysis of adaptation lists of children; interview with teachers, aimed at identifying the features of adaptation of the child; standardized observation of children, including meeting and parting with mother; interviews with parents aimed at identification of the relationship to early childhood institutions; the questionnaire for the study of the interaction of parents with their children (Markovskaya, 1988); a questionnaire for children and parental emotional interaction (Zaharova, 2002). The results showed that the favorable course of the process of adaptation occurs in children with secure attachment, with a high level of emotional interaction between mother and child and the positive attitude of the mother to preschool education. Unfavorable adaptation is seen in children with insecure attachment, lack of positive emotional interaction in the dyad, negative experiences during mother’s visit to preschool establishment.