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

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.

Download Full-text

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.

Download Full-text

Psychological content of the factor structure of parental tolerance

Izvestiya of Saratov University New Series Series Philosophy Psychology Pedagogy ◽

10.18500/1819-7671-2021-21-1-74-77 ◽

2021 ◽

Vol 21 (1) ◽

pp. 74-77

Author(s):

Raisa V. Ovcharova ◽

Keyword(s):

Primary School ◽

School Children ◽

Primary School Children ◽

Family Education ◽

Actual Problem ◽

Emotional Component ◽

Gender Characteristics ◽

Similarities And Differences ◽

Parental Tolerance ◽

Ratio Of Components

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.

Download Full-text