Keyword: «parents»

The article examines the attitude of parents of schoolchildren towards quadrobing as a socio-psychological phenomenon that is gaining popularity among schoolchildren. The relevance of the problem is revealed, the definition and description of the characteristics of quadboarding are given, and the emotional and value attitudes of parents are analyzed, including anxious, controlling, and neutral forms of reaction to the hobby of schoolchildren. Particular attention is paid to the psychological aspects of the influence of quadboarding on the emotional state, socialization processes, and the formation of students' personal identity. The results of an empirical study of the attitude of schoolchildren's parents towards quadboarding are presented, and three interrelated components of the attitude are examined: cognitive, emotional, and behavioral.

The article raises the issue of ensuring the social adaptation of primary school students. It substantiates the need to study the causes of increased anxiety among primary school students and to study the family history of the child in a tolerant manner. The authors suggest that the primary cause is the trauma of attachment that occurs within the family system between the child and the mother. This trauma can be exacerbated in the school environment, where the teacher acts as an adult who requires compliance with certain social rules and evaluates and imparts knowledge, values, and experiences. The article emphasizes the need to investigate all aspects of the trauma of attachment in primary school relationships.

The article, based on many years of practical experience in teaching in preschool institutions, including MBDOU “Kindergarten No. 99 of Combined Type” in Kazan, explores the socio-psychological barriers that arise in the interaction between parents and teachers of preschool educational organizations. The theoretical foundations of the concept of barriers are revealed, an expanded typology is provided, and the current causes of their occurrence and consequences for the educational process are analyzed. Special attention is paid to the requirements of the updated standards – FSES DO (ed. 2022) and FOP DO (2023), where the importance of family and teacher partnership is emphasized. Based on practice, specific ways of overcoming barriers are proposed, including active involvement of parents, and recommendations for teachers, heads of preschool institutions and parents.