Yulia A. Khalutina

The article is based on a questionnaire survey of 486 parents whose children attend pre-school educational institutions in Moscow. The survey was conducted in 2015. The article focuses largely on the specific features of choosing a kindergarten. The parents’ answers are analyzed in terms of the influence that socio-demographic and socio-stratification factors have on this process. The sociological study revealed the specifics concerning a number of aspects: motivation behind their pre-school choice; use of sources to gather preliminary information about a kindergarten; most important factors affecting the choice of a preschool; the level of parents’ awareness about various aspects of kindergarten activities. The data obtained are compared with the results of 1997 opinion poll involving one thousand parents which allows analyzing the dynamics of kindergarten choice transformation features over the past twenty years.

The article is devoted to study of value-goal orientations of senior preschool aged children’s parents and their connection with the implemented style of social-role interaction between a parent and a child. Particular attention is paid to the analysis of the following issues: determination of significance of various life values for parents; identification of priorities in parental responsibilities; characterization of parents’ goals in the development of the child’s personal qualities; identification of connection between the parents’ value-goal orientations and the style of social-role interaction with the child (“normative-controlling” and “democratic”); consideration of life values, goals and responsibilities of upbringing with styles of interaction with the child, depending on the social-role position of the parent (paternal and maternal). Following article is based on the materials of a sociological survey of 486 parents of senior preschool aged children attending kindergartens in Moscow. The questionnaire used in the research was developed by the group of the Center for the Sociology of Education of the Russian Academy of Education; the respondents were given a wide range of questions related to their life values, perception of their future, the characteristics of parent-child relationship, etc. The conducted study revealed characteristics of the parents’ value-goal orientations depending on the demographic (sex, age) and socio-stratification (income level, level of education, two or one-parent family) factors. The dynamics of changes in value-goal orientations of parents over the past 20 years has been shown on the basis of comparison of the following research results with the results of monitoring studies held in 1997 and 2007. The obtained data made it possible to reveal the peculiarities of the value-goal orientations of fathers, married and unmarried mothers, depending on the styles of social-role interaction with the child: “normative-controlling” and “democratic”.

The following article is devoted to the study of parents’ attitude to the content and forms of the educational process in preschool institutions. Particular attention is paid to the analysis of the following three aspects: an assessment of parents’ overall satisfaction with the educational process; an assessment of the parental stance on the quality of education in kindergarten; the parental stance on the efficiency of teaching and development of the child’s personality in kindergarten. The article is based on a questionnaire survey of 486 parents of senior preschool aged children attending kindergartens in Moscow. The questionnaire used in the research was developed by the group of the Center for the Sociology of Education of the Russian Academy of Education. The respondents were given a wide range of questions related to their attitude to the system of preschool education, their life values, characteristics of child-parent relations, etc. The article analyzes the particularities of parents’ attitudes toward the educational process in preschool institutions, depending on the influence of socio-demographic (sex, age) and socio-stratification (financial status, level of education, two or one-parent family) factors. The results reveal the clear domination of positive parental characterization of the content and form of classes conducted in the kindergartens of Moscow, as well as positive characterization of the professional qualifications of the teachers. The received materials also testify that the overwhelming majority of modern parents of preschool children highly appreciate the quality of the child’s education in kindergarten in various directions (development of speech, literacy, development of elementary mathematical representations, formation of ideas about nature, design, aesthetic development, physical culture, patriotic education). The data given in the article allows us to conclude that parents with low material status tend to estimate the positive influence of the kindergarten on the development of their child significantly below those of other social classes.