THE COMPONENTS OF PARENTAL COMPETENCE TOWARDS THE INFANTS AND PRESCHOOL CHILDREN


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The paper discusses the structure of parental competence. The analysis of the ideas of parental competence in the Russian sources allowed identifying its main components: the emotional acceptance and respect of a child’s individuality; the consistency of specified requirements; the ability of a parent for reflection on a situation and for involvement of a child into this process; the organization of joint activity; the skill of creation of the conditions of confidence and psychological safety. The analysis of foreign sources showed that the parental competence is considered more often from the point of view of bioecological approach and is understood as the style of parenting promoting the best development of a personality in order to occupy the ecological niche in future.

The paper presents the results of the empirical study of parental competence towards the infants and preschool children carried out in the preschool institutions of Pskov and Pskov region. The study used both the famous parental attitude questionnaires and a specially developed questionnaire and the incomplete-sentence method. The authors described the components of parental competence identified during the factor analysis. It is shown that there is the specificity in the structure of parental competence depending on the age of children. The external social (family membership, number of children, age, education, status of parents, etc.), socio-economic and social-psychological factors (the lack of money, housing, the impact of street, Internet, school, broken matrimonial and parental roles) take the important place within the structure of competence of the infants’ parents.

Parental competence towards the preschool children characterizes by better formedness of psychological components. Parental competence supposes the ability to resolve personal conflicts and ability to teach that their child. The authoritarianism is presented as a component of parental competence towards the infants, and the authoritativeness – towards the preschool children.

About the authors

Diana Yaroslavovna Gribanova

Pskov State University, Pskov

Author for correspondence.
Email: dianab81@mail.ru

PhD (Psychology), Associate Professor, Head of Chair of Psychology

Russian Federation

Anna Anatolyevna Minina

Pskov State University, Pskov

Email: kafpsyro@pskgu.ru

PhD (Psychology), Associate Professor, assistant professor of Chair of Psychology

Russian Federation

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