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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.

The article is devoted to the study of modern six-year-old children and their parents’ fears. Despite numerous studies of childhood fears around the world, the question – while important – of the typical fears of today’s preschoolers, as well as the link between these fears and those of parents in their childhood and those of today, remains poorly investigated. Clarification of this issue was the purpose of the study. To identify children’s fears and own fears of parents, a specially designed questionnaire was used. The questions were answered by fathers and mothers of older preschoolers. The types of childhood fears mentioned in the questionnaire were selected based on the results of existing studies and on a trial experiment. The revealed fears were grouped by subject and orientation. The most common fear of modern preschoolers was fear of separation from parents, which is part of the group of relational. Significant differences between boys and girls were found only in the frequency of occurrence of individual fears: fear of strangers (more often among girls), fear of bad dreams and dentists (more often among boys). The coincidence of some fears of children and their mothers allows us to suggest the transferring of fears from the first to the second, which is confirmed by the results of a survey among mothers during psychological consultations. Between the fears of children and their fathers no matches were found. Opposite trends with age fears among mothers and fathers were detected: mothers’ number of fears increases compared to childhood, fathers decreases. At the same time, there are similar fears of preschoolers’ mothers and fathers, such as fears of heights, loss of relatives, death, snakes, and dogs.

Introduction. The scientific review is devoted to the issue of the influence of strong or prolonged stress on children in the first years of life, which is poorly understood both in psychiatry and in medical psychology. The study is based on a comparison of the manifestations of stress disorders in young children, described in modern medical and psychological literature, with the symptoms of various stress disorders in adults, as reflected in the International Statistical Classification of Diseases and Related Health Problems 10th Revision (ICD-10).

Results. The survey shows that infants and young children suffer from stressful actions in the same way as adults or older children, and they can also be diagnosed with a stress disorder. In this case, specific manifestations of disorders and stressors within them may differ. Such specific age-related symptoms of stress disorders as a post-traumatic game, separation anxiety, regression in development, etc. are considered. It is shown that the mental health disorders in young children, arising from different types of stressors - a sudden traumatic event of high intensity or chronic psycho traumatic situation, differ in their manifestations and consequences. It is emphasized, that the presence of a stress disorder in a child can adversely affect their development, impacting their cognitive processes and social relations. The importance of mother-child and wider family relationships for the emergence of stress disorders and its progression in children of the first years of life is illuminated, and the need for the provision of therapeutic care for both members of the mother-child dyad is also shown.

Practical significance. The review is addressed to specialists in institutions of preschool education and aims to inform them about the signs of stress disorders in children in the first years of life, so that they can recognize them and initiate a family appeal for specialized assistance to a child psychiatrist or a medical psychologist.

This article unfolds the specifics of how various forms of home-based preschool education are employed in the Russian Federation. Home-based preschool education and care is a new form of education for infants, toddlers, and preschoolers and can be differently organized from a legal point of view. The authors define typical models of early childhood education and care in homeschool environments: tutoring services, family-run preschool groups, family-run kindergartens, and home-based kindergartens. This article pays special attention to those models of homeschool education where the caregiver is a mother of one, some, or all of the children, and the pedagogical process occurs in the apartment or private home of the mother-caregiver. Research was conducted in the form of content analysis of discussions between mother-caregivers on the social network “vkontakte.” Through this research, the authors discovered some typical difficulties of early childhood education and care in homeschool environments. The following issues were discovered in home-based preschool classrooms: organizational issues associated with receiving approval for the opening of a home-based preschool classroom from educational authorities, from the Federal Service for Surveillance on Consumer Rights Protection and Human Wellbeing, and from the Fire Oversight; the establishment of labour relations with the head preschool; pedagogical problems with respect to the design and implementation of the preschool curriculum, the organization of individual and group educational situations, and the arrangement of informative walks. In family-run preschools problems have arisen in relation to the legal arrangements necessary for a self-employed person, bookkeeping and work without fines, as well as with attracting potential clients for paid preschool education and/or the caring and supervising of children. Within the article, the necessity of quality assurance in home-based preschool classrooms is pinpointed and solutions to these problems are suggested.

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.