Psychological content of the factor structure of parental tolerance

The article deals with the actual problem of parental tolerance as a systemic phenomenon and one of the important components of parenthood. The study is devoted to identifying the features of the psychological content of parental tolerance in the upbringing of preschool and primary school children (childhood age). The novelty of the methodology lies in the application of a system-activity approach, as well as the use of a number of author’s methods. Results: the psychological content of parental tolerance in relation to children raised in childhood characterizes a tolerant parent with the inherent awareness of parenthood, the formation of positive parental feelings and relationships, and effective communicative tolerance and a democratic style of family education. However, there are some intolerant tendencies in its content. The emotional component is leading in the structure of parental tolerance of fathers and mothers of preschool and primary school children. The parental tolerance of fathers and mothers has similarities and differences. It is concluded that the features of parental tolerance are determined by the age of children. The psychological content, composition and ratio of components of the structure of parental tolerance of fathers and mothers are identical. However, the severity of their manifestations varies, due to the gender-role specifics of parenthood and the gender characteristics of parents.

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Children in three contexts: Family, education and social development

Children Australia ◽

10.1017/s1035077200007173 ◽

1996 ◽

Vol 21 (3) ◽

pp. 23-31 ◽

Cited By ~ 33

Author(s):

Sotirios Sarantakos

Keyword(s):

Social Development ◽

Primary School ◽

Family Environment ◽

School Children ◽

Married Couples ◽

Primary School Children ◽

Family Education ◽

Heterosexual Couples ◽

Cohabiting Couples ◽

The Relationship

This paper explores the relationship between family environment and behaviour of primary school children living in three family contexts. It uses data from studies including children of married heterosexual couples, cohabiting heterosexual couples and homosexual couples, and examines the extent to which these children differ with regard to scholastic achievement and aspects of social development. It shows that in the majority of cases, the most successful are children of married couples, followed by children of cohabiting couples and finally by children of homosexual couples.

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STUDY OF THE EMOTIONAL COMPONENT OF PRIMARY SCHOOL CHILDREN VALUE ATTITUDE TO ECOLOGICAL SITUATIONS OF THE REGION

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2021vol2.6200 ◽

2021 ◽

Vol 2 ◽

pp. 570-582

Author(s):

Tatiana Solovyeva ◽

Irina Vitkovskaya ◽

Alexandra Ovchinnikova

Keyword(s):

Primary School ◽

School Children ◽

Environmental Changes ◽

Emotional Reaction ◽

Primary School Children ◽

Literary Sources ◽

Primary Schoolchildren ◽

Emotional Component ◽

Primary School Age ◽

Psychological Foundation

Unfavorable forecasts of environmental scientists regarding environmental changes actualize the problem of environmental values importance in the process of children upbringing.The article theoretically substantiates that emotions caused by perception of ecological situations of their region leave unconscious "imprints" in the child's life and therefore can serve as a psychological foundation for the formation of these values in primary school children. For children of primary school age, when they assess environmental situations, circumstances, events they encounter in their lives, the emotional reaction often outstrips the cognitive one, reflects the personal meaning, value attitude of a child towards them.The aim of the article is to study the emotional component of primary school children’ value attitude to the ecological situation of his region in order to introduce core value of "ecological safety" into his/her system of values. The study was based on the analysis of philosophical, psychological and pedagogical literary sources, testing, interviewing primary school children and pedagogical experiment.Managing the emotional development of primary schoolchildren can significantly change their value attitude to nature. Under conditions of the experiment, 61% of children began to realize their need for vigorous activity, and 17% of junior schoolchildren became psychologically ready for joint environmental protection activities.

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Neuro Pedagogical Fundamentals of Preschool and Primary School Children Emotional Intelligence Development

BRAIN. BROAD RESEARCH IN ARTIFICIAL INTELLIGENCE AND NEUROSCIENCE ◽

10.18662/brain/12.4/250 ◽

2021 ◽

Vol 12 (4) ◽

pp. 278-296

Author(s):

Tetiana Kotyk ◽

Viktoriia Sichka ◽

Viktoriia Ragozina ◽

Svetlana Vasilieva ◽

Nataliia Havrysh ◽

...

Keyword(s):

Emotional Intelligence ◽

Primary School ◽

School Children ◽

Emotional Development ◽

Emotional Reactions ◽

Primary School Children ◽

Full Development ◽

Gender Characteristics ◽

Intelligence Development ◽

The Brain

The discussion of psychologists and physiologists on the work of the brain as the center for the formation of emotions and feelings, the center of memory and planning of future actions has been highlighted. Taking into account the main provisions of neuroscientists’ works, the gender characteristics of the emotional reactions of boys and girls have been revealed in accordance with differences in the structure and work of their brains. This gave the grounds for the conclusion that in order to form the correct behavior of the child in society, it is necessary to enhance his interaction experience in it, develop strong-willed efforts and ensure the full development of a rational brain. of The vast majority of junior schoolchildren need to have their level of emotional intelligence to be corrected. The main source of intellectual, moral and aesthetic feelings as components of the emotional intelligence of preschool and primary school children is gaming and educational activities, during which all kinds of feelings that affect the children’s adaptation to the new living conditions are being developed. If a child does not reach a sufficient level of emotional development by the age of 10-11, which is distinguished by the greatest plasticity of the cerebral cortex and almost unlimited intellectual capabilities, then at the later age his life cannot be successful and comfortable due to numerous misunderstandings with himself and others, close and strangers.

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OPEN PRACTICE-ORIENTED TASKS AS A TOOL FOR THE DEVELOPMENT OF INFORMATION LITERACY OF PRIMARY SCHOOL CHILDREN

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2021vol2.6225 ◽

2021 ◽

Vol 2 ◽

pp. 558-569

Author(s):

Larisa Sergeeva

Keyword(s):

Primary School ◽

Information Literacy ◽

School Children ◽

Literacy Development ◽

Educational Process ◽

Primary School Children ◽

Primary School Students ◽

School Students ◽

Actual Problem ◽

Stages Of Learning

The article deals with the actual problem of organizing the educational process aimed at developing information literacy in schoolchildren when studying mathematics at one of the most difficult stages of learning - at the stage of transition from primary to basic school. This paper describes some areas of information literacy development in primary school students; the analysis of the main groups of actions, with the help of which the ability of younger students to work with mathematical information can be formed; describes the results of the performance by younger students of a set of tasks aimed at the formation of information literacy based on the work of students with open practice-oriented tasks. The empirical experience of using the proposed methodology and the analysis of the results obtained made it possible to obtain data on the level of mastery of information literacy by younger students.

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Repertoires on diversity among primary school children

Childhood ◽

10.1177/0907568220909430 ◽

2020 ◽

pp. 090756822090943

Author(s):

Imane Kostet ◽

Gert Verschraegen ◽

Noel Clycq

Keyword(s):

Primary School ◽

School Children ◽

Daily Life ◽

Primary School Children ◽

Strong Belief ◽

The Third ◽

Similarities And Differences ◽

Cultural Repertoires ◽

Diverse Schools

This article examines how children in super-diverse schools draw on cultural repertoires to construct ethno-cultural similarities and differences. Based on 47 interviews, we show how, first, children talk about diversity as a commonplace aspect of daily life. Second, we describe how cosmopolitan arguments are used to make sense of diversity. The third repertoire focusses on ‘otherness’ and emphasizes the ‘cultural frictions’ that would stem out of diversity. Finally, we describe how some children share a strong belief in group disadvantages.

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THE PSYCHOMOTOR TEMP FORMATION OF PRIMARY SCHOOL CHILDREN IN DIFFERENT CONDITIONS OF FAMILY EDUCATION

Neuroscience for Medicine and Psychology ◽

10.29003/m408.sudak.ns2019-15/200 ◽

2019 ◽

Author(s):

Elena Kazakova

Keyword(s):

Primary School ◽

School Children ◽

Primary School Children ◽

Family Education

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Diagnostics of Psychological Well-Being of Primary School Children in Full-Time and Family Education

Psychological-Educational Studies ◽

10.17759/psyedu.2020120404 ◽

2020 ◽

Vol 12 (4) ◽

pp. 52-65

Author(s):

D.V. Lubovsky ◽

N.S. Milova

Keyword(s):

Elementary School ◽

Primary School ◽

School Children ◽

Elementary School Children ◽

Well Being ◽

Russian Language ◽

Primary School Children ◽

Family Education ◽

Full Time ◽

Psychological Well Being

The study is focused on the comparative assessment of elementary school children psychological well-being in the context of traditional school education and homeschooling. The hypothesis of the study was the assumption about the relationship between the level of psychological well-being and the form of education of elementary school children. In a study involving 60 schoolchildren aged 8-9 years (30 – in the homeschooling, 30 – in the school of education) and their parents, the Russian-language version of the “Scale of psychological well-being of children (PWB-c)” for children aged 8-9 years was used; the Dembo–Rubinstein self-esteem study method in the modification of A.V. Prikhozhan, a projective drawing “My family” and a survey of parents of primary school children on the author's questionnaire. The study showed no significant differences between the two groups on all scales of the PWB-c questionnaire. Satisfactory internal consistency of the questionnaire was shown (Cronbach's alpha=0.775). Data on the family drawing, the Dembo–Rubinstein method and the questionnaire for parents show that in families where children are taught at home, family relationships are perceived by children as more favorable and the level of claims of children is more adequate. Parents of children in family education are more focused on finding happiness for their child; parents of children in school are more focused on the academic success of their children. Authors showed prospects of further research of psychological well-being of elementary school children in the conditions of various forms of education. Ways to refine the PWB-c questionnaire and validate it are outlined.

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