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Psychological Science and Education
2017. Vol. 22, no. 2, 5–16
doi:10.17759/pse.2017220201
ISSN: 1814-2052 / 2311-7273 (online)

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

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V.S. Sobkin, A.N. Veraksa, D.A. Bukhalenkova, A.V. Fedotova, U.A. Khalutina, V.A. Yakupova

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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.)

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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

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