| Article |
|---|
| Article name |
Psychology of parents’ attitude in preschool education |
| Authors |
Mayer A.A. Doctor of Pedagogy, Associate Professor, m000r@rambler.ruGrishina G.N. Candidate of Pedagogy, Associate Professor, gal.grishina@mail.ru |
| Bibliographic description |
Mayer A. A., Grishina G. N. Psychology of parents’ attitude in preschool education // Scholarly Notes of Transbaikal State University. 2019. Vol. 14, No. 2. Pp. 116–122. DOI: 10.21209/2658-7114-2019-14-2-116-122. |
| Section |
ACTUAL PROBLEMS OF UPBRINGING AND EDUCATION OF CHILDREN |
| UDK |
373.2 |
| DOI |
10.21209/ 2658-7114-2019-14-2-116-122 |
| Article type |
|
| Annotation |
The features of parents’ attitudes in preschool education are determined: there is a change of parental views on the role and place of preschool education, own educational functions, opportunities and prospects for child’s development and the mission of childhood in human life. The characteristics of the family, specificity of its culture, intra-group relationships and intergenerational relations largely determine the parents’ attitude to children, processes of their upbringing and development. For example, most parents believe that the childhood period ends by 10–12 years of a child’s life. This fact determines the general attitude in the family to the traditions and technologies of children upbringing. The article states that the development of the family as a social institution reflects global trends in society development. This affects the educational mission of the modern family and evaluative attitude of parents towards the education that preschool-age children receive in specialized organizations. The authors have analyzed the values of the family in the process of children upbringing. Parents point out, that the main goals of upbringing in the family, concern with ensuring health, family well-being and development of a child. Parental assessments of the quality of pre-school education have been collected and analyzed. First of all, the assessments relate to the external signs of the organization’s activity – improvement, functionality, safety. In the second place, parents identify pedagogues’ attitude to the child and relationship with other children. In the third place, parents determine the importance of staffing and creation of conditions for high-quality pre-school education.
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| Key words |
preschool education, parents’ position, philosophy of family upbringing, family assessments, parents’ attitude, quality of education |
| Article information |
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| References |
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