Russian Psychological Issues
JournalsTopicsAuthorsEditor's Choice For AuthorsAbout PsyJournals.ruContact Us

  Previous issue (2020. Vol. 11, no. 1)

Included in Web of Science СС (ESCI)

Included in Scopus

Social Psychology and Society

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 2221-1527

ISSN (online): 2311-7052


License: CC BY-NC 4.0

Started in 2010

Published quarterly

Free of fees
Open Access Journal


Family structure and upbringing as factors of intellectual development of preschool children 2533

Golovey L.A.
Doctor of Psychology, Head of the Department of Developmental and Differential Psychology, Saint-Petersburg State University, St.Petersburg, Russia

Savenysheva S.S.
PhD in Psychology, Professor in Department of Psychology of Development at Psychology Faculty, Saint-Petersburg State University, St.Petersburg, Russia

Engelgardt E.E.
Senior Lecturer of the Developmental and Differential Psychology Chair, Faculty of psychology, Saint-Petersburg State University, St.Petersburg, Russia

The paper is devoted to investigation of the influence of the family structure and family attitudes, child-parent relationship, styles of family upbringing on the intellectual develop- ment of pre-school-age children. Attention is paid to the analysis of the influence of parents and children gender. The sample included 150 children, 150 mothers and 75 fathers, all the families live in St. Petersburg. Results of the study reveal a significantly greater influence of the child's parent-child relationship and family atmosphere on the intellectual develop- ment in comparison with its structure. Negative impact of attitudes on the severity, harsh- ness, acceleration the development of the child on the intellectual development is revealed. Influence of parents’ gender on intellectual development of children manifests in the lead- ing role of the father’s relationship in girls IQ results, and mother’s parental attitudes in boys IQ results. The authors of the article reveal the importance of the adequacy of the system of regulation and control, severity of requirements for the development of girls; lack of parental custody and adequacy to meet the needs — for the development of boys. The authors outline the significant role of preschool children perception, especially girls, of the emotional atmosphere in the family in their intellectual development. This work was supported by the Russian Foundation for Humanities (project №13-06-008480 «Family as a resource for mental development of children in stable and critical periods of ontogeny»)

Keywords: family, preschooler, family upbringing, intellectual development of children, family structure, parenting style characteristics, emotional interaction between parents and children

Column: Empirical Research


For Reference

  1. Andreeva T.N. Kognitivnye i lichnostnye kharakteristiki detei v mnogodetnoi sem’e: dis. … kand. psikhol. nauk. [Cognitive and personality characteristics of the children in a large family. PhD. Sci. (Psychology) diss.]. Moscow, 1994. 304 p.
  2. Golovej L.А., Savenysheva S.S., Vasilenko V.E., Engel’gardt E.E. K probleme differen- tsiatsii osnovnykh ponyatij v sisteme otnoshenij «roditel’-rebenok»: teoreticheskij i ehm- piricheskij aspekty [On basic concept differentiation in the «parent-child» system of relations: theoretical and empirical aspects]. Vestnik Sankt-Peterburgskogo universiteta [Vestnik St. Pe- tersburg University]. Seriya 12: Psikhologiya. Sotsiologiya. Pedagogika. 2014, no. 2, pp. 84—95.
  3. Berk E. Razvitie rebenka [Child Development]. S.-Petersburg: Piter, 2006. 1056 p.
  4. Burlakova I.A., Smirnova E.O. Diagnosticheskoe obsledovanie 5-letnikh detei: rezul’taty i vyvody [Diagnostic examination of 5 year old children: findings and conclusions]. Psikho- logicheskaya nauka i obrazovanie [Psychological Science and Education]. 2003, no. 4, pp. 30—39.
  5. Denisenkova N.S. Sopryazhennost’ detsko-roditel’skikh otnoshenii I razvitiya poznavatel’nykh sposobnostei doshkol’nikov [The conjugation of parent-child relation- ships, and cognitive development of preschool children]. Nachal’naya shkola. Do I posle [Elementary School. Before and after]. 2013, no. 4, pp. 3—8.
  6. Dumitrashku T.A. Struktura sem’I I kognitivnoe razvitie detei [Family structure and child’s cognitive development]. Voprosy psikhologii [Questions of psychology]. 1996, no. 2, pp. 104—112.
  7. Kalinina O.G., Kholmogorova A.B. Rol’ ottsa v psikhicheskom razvitii rebenka [The father’s role in the mental development of the child]. Moscow: Forum, 2012. 112 p.
  8. Liders A.G. Psikhologicheskoe obsledovanie sem’i [Psychological examination of the family]. Moscow: Akademiya, 2008. 432 p.
  9. N’yukomb N. Razvitie lichnosti rebenka [The development of the child’s personality]. S.-Petersburg: Piter, 2002. 640 p.
  10. Ovcharova R.V. Roditel’stvo kak psikhologicheskii fenomen [Parenting as a psycho- logical phenomenon]. Moscow: MPSI, 2006. 496 p.
  11. Porotskaya E.L. Issledovanie osobennostei pozitsii roditelei pootnosheniyu k psikh- icheskomu razvitiyu doshkol’nika [The study features the position of the parents with respect to the mental development of preschool]. Psikholog v detskom sadu [Psychologist at the kindergarten]. 2000, no. 2—3.
  12. Savenysheva S.S., Chizhova V.F. Materinskoe otnoshenie kak factor psikhicheskogo razvitiya rebenka rannego vozrasta [Maternal mental attitude as a factor in the develop- ment of the young child]. Vestnik Sankt-Peterburgskogo Universiteta [Vestnik St. Peters- burg University]. Seriya 12. 2013, no. 3, pp. 32—41.
  13. Silina E.A., Balandina L.L. Psikhologicheskie osobennosti detei iz mnogodetnykh se- mei [Psychological features of children of large families]. Perm’: PGGPU, 2013. 160 p.
  14. Filimonenko Yu., Timofeev V. Metodika issledovaniya intellekta u detei D. Ve- kslera (WISC). Adaptirovannyi variant [Method of child’s intelligence investigation
  15. D. Wechsler (WISC).Adapted]. S.-Petersburg: Imaton, 1992. 94 p.
  16. Bradley R.H., Caldwell B.M., Rock. S.L. Home environment and school performance: A ten-year follow-up and examination of three models of environmental action. Child De- velopment, 1988.Vol. 59, pp. 852—867. DOI: 10.2307/1130253
  17. Bradley R.H., Caldwell B.M., Rock S.L., Ramey C.T., Barnard K.E., Gray C., Ham- mond M.A., Mitchell S., Gottfried A.W., Siegel L., Johnson D.L. Home environment and cognitive development in the first three years of life: A collaborative study involving six sites and three ethnic groups in North America. Developmental Psychology, 1989. Vol. 25, pp. 217—235. DOI: 10.1037/0012-1649.25.2.217
  18. Bronfenbrenner U., Morris P.A. The ecology of developmental processes. In W. Da- mon (Ser. Ed.), R.M. Lerner (Ed.). Handbook of child psychology. Vol. 1: Theory (5th ed., pp. 993—1028). New York: Wiley, 1998.
  19. Burchinal M.R., Campbell F.A., Bryant D.M., Wasik B.H., Ramey C.T. Early interven- tion and mediating processes in cognitive performance of children of low-income African American families. Child Development, 1997.Vol. 68, pp. 935—954. DOI: 10.1111//1467- 8624.1997.tb01972.x
  20. Estrada P., Arsenio W.F., Hess R.D., Holloway S.D. Affective quality of the mother- child relationship: Longitudinal consequences for children’s school-relevant cognitive functioning. Developmental Psychology, 1987. Vol. 23, pp. 210—215. DOI: 10.1037/0012- 1649.23.2.210
  21. Grolnick W.S., Ryan R.M. Parent styles associated with children’s self-regulation and competence in school. Journal of Educational Psychology. 1989. Vol. 81, pp. 143—154. DOI:  10.1037/0022-0663.81.2.143
  22. Hill N.E. Parenting and academic socialization as they relate to school readiness: The roles of ethnicity and family income. Journal of Educational Psychology, 2001. Vol. 93, pp. 686—697. DOI: 10.1037//0022-0663.93.4.686
  23. Landry S.H., Smith K.E., Swank P.R., Assel M.A., Vellet S. Does early responsive parenting have a special importance for children’s development or is consistency across early childhood necessary? Developmental Psychology, 2001.Vol. 37, pp. 387—403. DOI: 10.1037//0012-1649.37.3.387
  24. Morrison F.J., Cooney R.R. Parenting and academic achievement: Multiple paths to early literacy. In J.G. Borkowski, C. Ramey, S. Landesman, et al. (Eds.). Parenting and the child’s world: Influences on academic, intellectual, and social-emotional development. Mah- wah, NJ: Erlbaum, 2002, pp. 141—160.
  25. Mulvaney M., McCartney K., Bub K.L., Marshall N.L. Determinants of dyadic scaf- folding and cognitive outcomes in first graders. Parenting: Science and Practice, 2006. Vol. 6, pp. 297—320. DOI: 10.1207//15327922par0604_2
  26. Tamis-LeMonda C.S., Bornstein M.H. Maternal responsiveness and early language acquisition. Advances in child development & behavior, 2002. Vol. 29, pp. 89—127. DOI:10.1016/S0065-2407(02)80052-0
  27. Zajonc R.B. Family configuration and intelligence. Science, 1976. Vol. 192, Issue 4236, pp. 227—236. DOI: 10.1126/science.192.4236.227

© 2007–2020 Portal of Russian Psychological Publications. All rights reserved in Russian

Publisher: Moscow State University of Psychology and Education

Catalogue of academic journals in psychology & education MSUPE

Creative Commons License Open Access Repository

RSS Psyjournals at facebook Psyjournals at Twitter Psyjournals at Youtube ??????.???????