The article envisages the psychological principles of studying on the styles of family education and their influence on senior preschoolers’ emotional development. The features of preschoolers’ emotional development in the conditions of family education are described. On the basis of the analysed theoretical scientific sources, it is assumed that children’s emotional development depends on the style of family education used by their parents in everyday interaction. The main styles of family education were identified with the performed experimental study, particularly, the styles of non-interference; competition; moderation; warning; control; compassion; and a harmonious style. The essence of each style is described and characterized. The peculiarities of family educative influence on formation of some personal qualities are revealed, they are as follows: emotional stability, social courage, personal anxiety, intimacy of emotional relationships with parents, aggressiveness, indecision, disturbance and sensitivity to criticism, emotional activity, setting on a positive psychological climate. The character of the relations between the indicated variables is determined, which makes it possible to distinguish the psychological factors leading to destructive emotional development of preschool children; so psycho-correction and developmental work with rhe aim to overcome the negative factors can be further planned and implemented.
The emotional positive qualities, studied with the help of experimental methods, were “emotional stability”, “social courage”, “intimacy of emotional relationships with parents”, “emotional activity”, “setting on a positive psychological climate”. It is shown that these qualities can be developed at children if they are raised in accordance with the ideas of moderation; compassion; harmonious development, and, in some cases, in the competitive and non-intervening environment. Absence of punishment inspires preschoolers to help others, to show initiative, to be active.
The unfavorable factors of the emotional development were: “increased level of anxiety”, “aggressiveness”, “vulnerability and sensitivity to criticism”, “indecisiveness”. According to the results of the qualitative research, these characteristics are developed at children, whose parents use the styles of competition, prevention, control, non-interference.
Bellak, L., Abt, L., & Ollport, H., et al. . Proektivnaia psikhologiia [Projective psychology]. Izd.: Eksmo-Press, Aprel-Press. ISBN: 5-04-006467-5 [in Russian].
Galiguzova, L. (2006). Kak obshchatsia s rebiunkom [How to communicate with a child]. Doshkolnoie vospitaniie – Preschool education, 1, 111–120 [in Russian].
Honcharuk, N.M. (2014). Pershi kroky u dytiachomu sadku: psykholoho-pedahohichni problem adaptatsii [First steps in the kindergarten: psychological and pedagogical problems of adaptation]. Kamianets-Podilskyi : Druk-Servis [in Ukrainian].
Ibuka Masaru. (2011). Poslie triokh uzhe pozdno [After three it’s too late]. (N. Perova, Trans.). Moscow : Alpina non-fiction. ISBN 978-5-91671-072-4 [in Russian].
Leo, P. (2008). Kak sozdat tioplye otnosheniia s detmi [How to create a warm relationship with children]. (L.A. Babuk, Trans.). Minsk : Popudri [in Russian].
Lisina, M.I., & Galiguzova, L.N. (1980). Stanovlieniie potriebnosti detei v obshchenii so vzroslymi i sverstnikami. Issliedovaniia po probliemam vozrastnoi i pedagogicheskoi psikhologii [Developing of a children need to communicate with adults and peers. Research on problems of age and pedagogical psychology], (pp. 55–78). Moscow : Prosvieshcheniie [in Russian].
Malenina, V.M., & Onufriieva, L.A. (2016). Osoblyvosti psykhoemotsiinoho rozvytku dytyny doshkilnoho viku [Features of psycho-emotional development of a child of preschool age]. Aktualnyie voprosy pomoshchi lichnosti v krizisnykh sostoianiyakh – Actual issues on personal assistance in crisis conditions: Proceedings of Republican scientific and methodical seminar, (pp. 122–124). Brest : BrGU [in Ukrainian].
Miniiarov, V.M. (1996). Korrektsionno-diagnosticheskaia rabota uchitielia [Correctional and diagnostic work of the teacher]. Samara : SamGPI [in Russian].
Miniiarov, V.M. (2000). Psikhologiia siemieinoho vospitaniia (diagnostiko-korrektsyonnyi aspekt) [Psychology of family education (diagnostic and correctional aspect)]. Moscow : Moscovskii psikhologo-sotsialnyi institute; Voronezh : Izdatelstvo NPO “MODEK” [in Russian].
Mykhalska, S.A. (2018). Osoblyvosti rozvytku etychnykh uiavlen u ditei starshoho doshkilnoho viku [Features of development of senior preschool children’s ethical imagination]. S.D. Maksymenko, L.A. Onufriieva (Eds.). Problemy suchasnoi psykholohii – Problems of modern psychology : Collection of research papers of Kamianets-Podilskyi National Ivan Ohiienko University, G.S. Kostiuk Institute of Psychology of NAES of Ukraine, 39, 157–166. Kamianets-Podilskyi : Aksioma. DOI10.32626/2227-6246.2018-39.157-166 [in Ukrainian].
Semago, N.Ya., & Semago, M.M. (2005). Teoriia i praktika otsenki psikhicheskoho razvitiia rebionka. Doshkolnyi i mladshyi shkolnyi vozrast [Theory and practice of assessing the mental development of the child. Preschool and junior school age]. Saint Petersburg : Rech [in Russian].
Tykhonova, M.I. (2003). Psykholohichni factory emitsiinoi dezadaptatsii molodshykh shkoliariv [Psychological factors of junior schoolchildren’s emotional maladaptation]. Extended abstract of candidate’s thesis. Kyiv [in Ukrainian].
Thompson Ross, A. (2001). The roots of school readiness in social and emotional development. Kansas City, MO: The Ewing Marion Kauffman Foundation, 1(1), 8–29.
Articles in the Psychological Journal are licensed under a Creative Commons Attribution License International CC-BY that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. For more detailed information, please, fallow the link - https://creativecommons.org/licenses/by/4.0/