Authors
- Kalinovskaya Ksenia S. PhD (Psychology)
- Fedorenkо Elena Yu. PhD in Psychology, Associate Professor
- Ostroverkh Oksana S. PhD (Psychology)
- Aleksandrova Oksana V. PhD (Psychology), Associate Professor
Annotation
The paper continues the modern discussion dedicated to the conditions aimed at development of preschool child’s independence. The concept of independence as a significant educational result is discussed in the context of the objectives of education and upbringing. In this regard, both the organization of the learning process and parental practices that support or limit the development of children’s independence are important. The authors focus on studying the reasons for parents’ choice of behaviour in relation to their children, including special aspects of parent-child communication, arranging the environment and child’s access to it in the context of independence development. In the authors’ opinion, one of the reasons for parents’ choice of behaviour is parents’ ideas about independence in general and its manifestation in their own children. The purpose of the study is to identify the connection between parents’ ideas about independence in general and its expression in their children and the choice of preferred type of behaviour within the extreme poles of interaction with the child, such as “intervening — non-intervening” or “together –
by oneself”. The study involved 43 parents of children aged 5–7 years, who regularly attend kindergartens operating under various educational programs, such as “Istoki”, “Raduga”, “Montessori”. The parents were asked to fill out the survey, which aimed at identifying parents’ ideas about independence in general and independence of their children, including subjective evaluation of their child’s level of independence. The survey was developed and pilot-tested (n = 534) by a group of expert psychologists of the Mirror laboratory project “Development of autonomy and independence of children of preschool and early school age” implemented by Higher School of Economics and Siberian Federal University during 2021–2023. The survey modelled different situations of children manifesting independence within different types of activities (self-service, productive, learning activities), communication with adults and peers, doing house chores (keeping home clean, storing away one’s toys, laying the table), as well as possible types of parental behaviour (supporting child’s independence, intervening in the child’s actions, acting together). According to the authors’ research concept, the sample of parents was divided into two groups based on the parents’ answer to the question: “Do you think your child is independent?”. The data obtained was compared to the types of parental behaviour. The results of the study allowed the authors to conclude that there is a difference between the content-based characteristics of attitudes of those parents who consider their children independent and those who consider their children dependent within the following dimensions: attitudes to parent-child communication, type of parents’ behaviour triggered by children’s action. A connection has been identified between the parents’ attitudes towards independence and the type of parental
behaviour. Parents who consider their children independent more often chose open behaviour that is characterized by the following: constructed here and now and done together with the child, encourages his / her ideas and creates support for the child (schedule, plan for the day), is flexible, takes into account the child’s tempo and capabilities to fulfill the action, is timely and adequate corresponding to the features of a specific situation and based on the non-intervening principle.
How to link insert
Kalinovskaya, K. S., Fedorenkо, E. Y., Ostroverkh, O. S. & Aleksandrova, O. V. (2024). PARENTAL ACTIONS IN THE CONTEXT OF THE CONCEPT OF CHILD’S INDEPENDENCE Bulletin of the Moscow City Pedagogical University. Series "Pedagogy and Psychology", 18 (3), 139. https://doi.org/10.25688/2076-9121.2024.18.3.09
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