Role of Social Demographic Factors and Parental Position in the Development of Preschool Child

1328

Abstract

The research aims at studying the connection between the child’s mental development and socio-demographic factors and socio-psychological aspects of parent – child relationships.The article is based upon the results obtained through testing of 59 children between 5 and 7 years old, as well as the results of a special sociological questionnaire presented to their mothers.The data show that boys have higherresults at visual memory, girls scored better at tests for self-regulation and social intelligence.Children from single-parent families had better results at verbal memory tests, but lower level of development of executive functions and decentration ability.Mothers’ educational level influence the amount and intensity of children’s fears, as well as their inclination to avoid fearsome situations.The parenting position features analysis shows it’s connection to executive functions development (all differences are significant p≤0.05).The present research showed a considerable amount of essentially interpreted connections between socio-demographic factors and parent – child relationships to the specifics of a child’s mental development.

General Information

Keywords: child’s mental development, social situation of development, preschool age, parent – child relationships, executive functions, social intelligence

Journal rubric: Educational Psychology

DOI: https://doi.org/10.17759/pse.2017220201

Funding. This work was supported by grant RFH № 16-18-00073.

For citation: Sobkin V.S., Veraksa A.N., Bukhalenkova D.A., Fedotova A.V., Khalutina U.A., Yakupova V.A. Role of Social Demographic Factors and Parental Position in the Development of Preschool Child. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2017. Vol. 22, no. 2, pp. 5–16. DOI: 10.17759/pse.2017220201. (In Russ., аbstr. in Engl.)

References

  1. Andreeva T.N.Kognitivnye i lichnostnye kharakteristiki detei v mnogodetnoi sem’e.Diss.kand.psikhol.nauk.[Cognitive and personal characteristics of the children in a large family.Ph.D.(Psychology) diss.].Moscow, 1994.304 p.
  2. Veraksa A.N., Yakupova V.A., Martynenko M.N.Symbolization in the Structure of Abilities in Children of Preschool and School Age.Kul’turno-istoricheskaya psikhologiya [Cultural-Historical Psychology], 2015, vol.11, no.2, pp.48–56.doi:10.17759/chp.2015110205.(In Russ., аin Engl.)
  3. Vygotskii L.S.Sobranie sochinenii: V 6-ti t.T.4.Detskaya psikhologiya [Collected works: in 6 vol. Vol.4. Child psychology].In El’konin D.B.(ed.) Moscow: Pedagogika, 1984, 432 p.
  4. Dumitrashku T.A.Struktura sem’i i kognitivnoe razvitie detei [Family structure and the cognitive development of children].Voprosy psikhologii [Questions of psychology], 1996, no.2, pp.104–112.
  5. Kovan F.A., Kovan K.P.Vzaimootnosheniya v supruzheskoi pare, stil’ roditel’skogo povedeniya i razvitie trekhletnego rebenka [Relationship in a married couple, parental behavior style and the development of a three year old child].Voprosy psikhologii [Questions of psychology], 1989, no.4, pp.110–118.
  6. Kon I.S.Rebenok i obshchestvo [Child and Society].Moscow: Akademiya, 2003, 336 p.
  7. Kochetova Y.A.Fears of modern pre-schoolers and their connection with peculiarities of child-parent relations.Psikhologicheskaya nauka i obrazovanie [Psychological Science and Education], 2012, no.3, pp. 77–87.
  8. Lisina M.I.Formirovanie lichnosti rebenka v obshchenii [Formation of child`s personality through communication].Sankt-Peterburg: Publ.Piter, 2009, 318 p.
  9. Psikhologiya lichnosti i deyatel’nosti doshkol’nika [Psychology of personality and activity of pre-schooler].Zaporozhets A.V.(eds.) Moscow, 1965.
  10. Smirnova E.O.Razvitie voli i proizvol’nosti v rannem i doshkol’nom vozrastakh [Development of will and arbitrariness in early and preschool age].Moscow: Publ. «Institut prakticheskoi psikhologii»; Voronezh: NPO «MODEK», 1998, 256 p.
  11. Smirnova E.O.Vliyanie obshcheniya s vzroslym na effektivnost’ obucheniya doshkol’nikov.Avtoref.diss.kand.psikhol.nauk.[Influence of communication with an adult on the efficiency of preschool education.Ph.D.(Psychology) Thesis].Moscow, 1977, 22 p.
  12. Sobkin V.S., Marich E.M.Sotsiologiya semeinogo vospitaniya: doshkol’nyi vozrast.Trudy po sotsiologii obrazovaniya. [Sociology of family education: pre-school age.Works on the sociology of education. Vol. VII. No. XII.].Moscow: Publ.Institut sotsiologii obrazovaniya RAO, 2002.247 p.
  13. Sobkin V.S., Skobel’tsina K.N.Igrovye predpochteniya sovremennykh doshkol’nikov (po materialam oprosa roditelei) [Game preferences of modern preschool children (based on a survey of parents)].Psikhologicheskaya nauka i obrazovanie. Problemy sovremennoi igrushki: issledovaniya i ekspertiza [ Psychological Science and Education. Problems of modern toys: research and expertise], 2011, no.2, pp.56–67.
  14. Sobkin V.S., Skobel’tsina K.N., Ivanova A.I.Zhiznennye orientatsii roditelei detei doshkol’nogo vozrasta [Life orientation of preschool children`s parents].In Sobkin V.S.(ed.) Sotsiologiya obrazovaniya. Trudy po sotsiologii obrazovaniya. T. XV. Vyp. XXVI [Sociology of education. Works on the sociology of education. Vol. XV. No. XXVI].Moscow: Publ.Institut sotsiologii obrazovaniya RAO, 2011, pp.87–105.
  15. Sobkin V.S., Skobel’tsina K.N., Ivanova A.I., Veryasova E.S.Sotsiologiya doshkol’nogo detstva. Trudy po sotsiologii obrazovaniya. T. XVII. Vyp. XXIX. [Sociology of pre-school childhood. Works on the sociology of education. Vol. XVII. No. XXIX].Moscow: Publ.Institut sotsiologii obrazovaniya RAO, 2013, 168 p.
  16. Smirnova E.O., Sobkin V.S., Asadulina O.E., Novakovskaya A.A.Spetsifika emotsional’no-lichnostnoi sfery doshkol’nikov, zhivushchikh v nepolnoi sem’e (na materiale detskikh risunkov) [Specificity of emotional-personal sphere of preschool children living in single-parent family (based on children’s drawings)].Voprosy psikhologii [Questions of psychology], 1999, no.6, pp. 18–28.
  17. Chernov D.N.Vliyanie stilya detsko-roditel’skikh otnoshenii na obuchenie mladshikh shkol’nikov [Influence of parent-child relationship style on education of younger pupils].Kul’turno-istoricheskaya psikhologiya [Cultural-Historical Psychology], 2009, no. 1, p.74–84.
  18. El’konin D.B.Detskaya psikhologiya [Child psychology].Moscow, 1960.384 p.
  19. .Cheie L., Veraksa A., Zinchenko Yu., Gorovaya A., Visu-Petra L.A cross cultural investigation of inhibitory control, generative fluency, and anxiety symptoms in Romanian and Russian preschoolers.Child Neuropsychology, 2015, no.21 (2), pp.121–149.
  20. Anastasy A.Intelligence and family size.Psychological Bulletin, 1956, vol.53, no.3, pp.198– 222.
  21. Belmont L., Marolla F.Birth order, family size and intelligence.Science, 1973, vol.193, pp.1094–1101.
  22. Bjorklund D.F., Kipp K.Parental investment theory and gender differences in the evolution of inhibition mechanisms.Psychological Bulletin, 1996, no.120(2), pp.163–188.
  23. Bronfenbrenner U.The ecology of human development: Experiments by nature and design.Cambridge, MA: Harvard University Press, 1979, 330 p.
  24. Carlson S.M., Moses L.J.Individual differences in inhibitory control and children’s theory of mind.Child Development, 2001, no.72(4), pp.1032–1053.
  25. Dubi K., Schneider S.The Picture Anxiety Test (PAT): A new pictorial assessment of anxiety symptoms in young children.Journal of Anxiety Disorders, 2009, no.23, pp.1148–1157.
  26. Dubi K., Schneider S., Lavallee K.The Picture Anxiety Test (PAT): Psychometric Properties in a Community Sample of Young Children.Swiss Journal of Psychology, 2012, no.71, pp.73–81.
  27. Visu-Petra L., Cheie L., Benga O., Alloway T.P.Effects of anxiety on memory storage and updating in young children.International Journal of Behavioral Development, 2011, no.35(1), pp.38–47.
  28. Sarsour K., Sheridan M., Jutte D., Nuru-Jeter A., Hinshaw S., Boyce W.T.Family socioeconomic status and child executive functions: The roles of language, home environment, and single parenthood.Journal of the International Neuropsychological Society, 2010, no. 17(1), pp.120–132.
  29. Goodman R., Slobodskaya H., Knyazev G.Russian child mental health A cross-sectional study of prevalence and risk factors.European Child & Adolescent Psychiatry, 2005, no.14 (1), pp.28–33.
  30. Lan X., Legare C.H., Ponitz C.C., Li S., Morrison F.J.Investigating the links between the subcomponents of executive function and academic achievement: A cross-cultural analysis of Chinese and American preschoolers.Journal of Experimental Child Psychology, 2011, no. 108(3), pp.677–692.
  31. Korkman M., Kirk U., Kemp S.L.NEPSY II.Administrative manual.San Antonio, TX: Psychological Corporation, 2007.228 p.
  32. Korkman M.Applying Luria’s diagnostic principles in the neuropsychological assessment of children.Neuropsychology Review, 1999, no.9(2), pp.89–105.
  33. Pons F., Harris P.L.TEC (Test of Emotion Comprehension).Oxford: Oxford University Press, 2000.
  34. Pons F., Harris P.L., de Rosnay M.Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organization.European Journal of Developmental Psychology, 2004, no.1, pp.127– 152.
  35. Raven J., Raven J.C., Court J.H.Manual for Raven’s progressive matrices and vocabulary scales.Section 2, Coloured progressive matrices.Oxford: Oxford Psycho-logists Press, 1991.44 p.
  36. Ardila A., Rosselli M., Matute E., Guajardo S.The influence of the parents’ educational level on the development of executive functions.Developmental Neuropsychology, 2005, no.28 (1), pp.539–560.
  37. Visu-Petra L., Cheie L., Benga O., Miclea M.The structure of executive functions in preschoolers: An investigation using the NEPSY battery.Procedia – Social and Behavioral Sciences, 2012, no.33, pp. 627–631.
  38. Chasiotis A., Kiessling F., Hofer J., Campos D.Theory of mind and inhibitory control in three cultures: Conflict inhibition predicts false belief understanding in Germany, Costa Rica and Cameroon.International Journal of Behavioral Development, 2006, no.30(3), pp. 249–260.
  39. Zelazo P.D.The Dimensional Change Card Sort (DCCS): a method of assessing executive function in children. Protocols, 2006, vol.1, pp.297–301.

Information About the Authors

Vladimir S. Sobkin, Doctor of Psychology, Professor, Academician of the Russian Academy of Education, Head of the Center for Sociology of Education, Institute of Education Management, Center for Modern Problems of Modern Education at the Psychological Institute of the Russian Academy of Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-2339-9080, e-mail: sobkin@mail.ru

Aleksandr N. Veraksa, Doctor of Psychology, Professor, Head of the Department of Educational Psychology and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University, Vice-Director of Psychological Institute, Russian Academy of Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-7187-6080, e-mail: veraksa@yandex.ru

Daria A. Bukhalenkova, PhD in Psychology, Associate Professor, Department of Educational Psychology and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University, Researcher, Laboratory of Child Psychology and Digital Socialization, Psychological Institute of Russian Academy of Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-4523-1051, e-mail: d.bukhalenkova@inbox.ru

Alexandra V. Fedotova, researcher, Center for Sociology of Education FSBSI «Institute of Education Management, Russian Academy of Education, Moscow, Russia, ORCID: https://orcid.org/0000-0003-4960-8183, e-mail: alexandrafedotova@rambler.ru

Ulia A. Khalutina, researcher, Centre for Sociology of Education, Institute of Management of Education of the RAE, Moscow, Russia, e-mail: khalutinajulia@mail.ru

Vera A. Yakupova, PhD in Psychology, Researcher, Faculty of Psychology, Lomonosov Moscow State University, Moscow, Russia, ORCID: https://orcid.org/0000-0002-9472-8283, e-mail: vera.a.romanova@gmail.com

Metrics

Views

Total: 3135
Previous month: 21
Current month: 4

Downloads

Total: 1328
Previous month: 4
Current month: 2