Keyword: «child-parent relationship»

The paper reveals the conditions affecting the formation of self-esteem, as well as the impact of parent-child relationship in the formation of the self-assessment of the senior preschool age children. Influence of relationships on self-esteem of teachers of preschoolers. The mechanisms of formation of self-assessment in the preschool child in the assessment of significant adults (parents, teachers); based on their own experience; to communicate with their peers on the basis of information as a result of the solution of specific problems.

The article aims to identify the relationship between parental perfectionism and the success of primary school students. The relevance of the study is due to the lack of knowledge of the issue. Few reliable questionnaires test perfectionism in parents. The question of the mechanism of formation of perfectionist attitudes in parents is unclear. Therefore, it is necessary to study the peculiarities of child-parent relations, dysfunctional rules and family attitudes from a systematic point of view, not only by examining children, but also by involving their parents. Thus, the study of the influence of parental perfectionism on the success of primary school students is very important and promising.

The changes taking place everywhere require the ability to have non-standard, creative thinking, the skill to solve complex problems quickly, as well as to adapt to rapidly changing conditions. In this regard, the society is forming a socio-economic demand for the formation of a creatively active imagination from an early age. In response to this highly relevant request, the influence of imagination on the development and formation of the child's personality, including his aggressiveness, is more and more discussed in the pedagogical literature. The purpose of the study: to identify the influence of imagination on the aggressiveness of older preschoolers and to substantiate the methods of its pedagogical correction. Research stages: search and preparation (the psychological and pedagogical literature on the research problem was studied; methods and techniques for further empirical study were selected); experiment (selection of an experimental site – educational institution Kindergarten No. 332, Chelyabinsk); selection of participants in the experiment and their preparation (n = 65); measures were worked out for conducting an ascertaining experiment; control and generalization - the results were interpreted according to P. Torrance's method of identifying the level of imagination "Draw a picture" and the method of diagnosing aggressive behavior by O. Ilenko; mathematical and statistical processing of the results was carried out using rs-coefficient of Spearman's rank correlation. As a result, it was found that 25% of preschoolers have a high level of imagination and 25% have a low level of aggressiveness in behavior; 60% have an average level of imagination and 60% - an average level of aggressiveness in behavior; 15% have a low level of imagination and 15% - a high level of aggressiveness in behavior. The calculation of the Spearman's coefficient confirmed a significant relationship between imagination and the level of aggressive behavior in older preschoolers. The novelty of the study can be seen in the original sample of preschoolers, in the time of their special development during the COVID-19 pandemic, in the selection of methods for studying the problem. In addition, there were no exceptions in the sample caused by childhood psychopathology and functional disorders, which are predicted by irritability of preschool age. The main conclusions are combined into two groups, and they are reflected in the selection of existing methodological recommendations for teachers and parents: firstly, this is a clarification of the conclusions about social interaction, and secondly, this is a clarification of the conclusions about preventive measures and pedagogical correction of aggressiveness in preschool age children. The provisions relating to the issues of correcting the imagination and aggressive behavior of preschoolers took a special place in the process of compiling recommendations.

The article describes the results of a study of the features of the manifestation of aggressive behavior in children of primary school age. The importance of parent-child relations for a favorable emotional state and harmonious development of the child is substantiated.