sensorimotor development (p = 0, 021). The type
of parent-child relations “Acceptance-rejection”
and “Infantilism” has an inverse relationship with
the indicator of positive emotions (p = 0, 004), as
well as the type – «Infantilism» has an inverse
relationship with the indicators of attention and
memory (p = 0, 01), strong emotions (p = 0,
008), and the type of PR “Acceptance-rejection”
has feedback with indicators of thinking and
speech (p = 0, 05).
Discussion
Based on the empirical data, we see the
expediency of assessing the neuropsychic
development of a child 6-7 years of age in
relation to the definition of the type of parental
relations. We proceed from the position that the
type of parent-child relations is an integral
characteristic of parental value orientations,
attitudes, emotional attitude to the child (Varga,
2006; Filippova, 1999; Spivakovskaya, 2000;
Holden, 1995; Shamshikova & Gorbatovskaja,
2020), and has one of the determining effects on
the level and content of neuropsychological
development of the child, determining its
emotional, sensorimotor and intellectual
development.
The data obtained indicate that the majority
of the screened children demonstrate an
average level of readiness for school, i.e. the
development of fine motor skills of the hand and
coordination of vision and hand movements
necessary for mastering writing, are able to
imitate the model and focus on one case without
being distracted for some time. Also, a greater
number of screened children (60-68%) have
average indicators of development of arbitrary
attention and short-term memory; average
indicators of thinking and speech (children have
elementary imaginative ideas about the world
and about the logical connections and relations
existing between some objects of this world:
animals, their way of life, nature; demonstrate the
ability to reason logically and express their
thoughts grammatically correct), the average
degree of positive emotions and social contacts
(most children show positive experiences –
emotions such as joy and interest, tenderness
and friendliness towards their family members;
realize and accept their place in the family
structure; have multiple positive social contacts
and adequate structure of sexual identification).
In most children, an average level of severity of
needs and strong emotions was found.
However, there were children who
demonstrated a low level of the examined
indicators: two children – boys – showed
unreadiness for school; four children were
diagnosed with a low level of development of
thinking and speech (these children could hardly
operate with ideas about objects, connections
and relations between them); five children
showed a low level of development of arbitrary
attention and memory. These children also found
problems in relations with others.
Also, children with a high level of severity of
the examined traits (according to different
indicators from 10 to 14 children) were identified.
These children are distinguished by active
mastery of the ways of practical and cognitive
activity; positive emotional attitude to the
environment in accordance with the values,
ideals and norms of society. In their general
structure of behavior, new forms of empathy and
empathy to another person, so necessary for joint
activity and communication, are shown.
According to D.B. Elkonin, preschool age
revolves around an adult, as around its center, its
functions, and its tasks. The adult acts in a
generalized form, as a carrier of social functions
in the system of social relations. The child is a
member of society, it cannot live outside of
society, its main need is to live together with other
people, but this cannot be done in current socio-
cultural conditions: the child's life takes place in
conditions of indirect, not direct connection with
the world (Elkonin, 1998; 2007). Parent plays the
key role in this context.
The leadership style of the adult is important
here. It should help to ensure that the child feels
like a full participant in joint activities, has the
opportunity to show initiative and independence
in achieving the goal. Excessive regulation of the
behavior of a preschool child, when he plays the
role of a mechanical performer of individual
orders of an adult, discourages the child, reduces
his emotional tone, leaves indifferent to the results
of the common cause (Obukhova, 2013).
Such types of parent-child relations as
“Cooperation” (when the parent is interested in
the affairs and plans of the child, tries to help
him, and sympathizes; appreciates the
intellectual and creative abilities of the child, feels
a sense of pride for him; encourages initiative
and independence of the child) and “Symbiosis”
(when the parent feels with the child as a whole,
tries to meet all the needs of the child, to protect
him from the difficulties and troubles of life;
worries for the child and seeks to devote him a lot
of time) positively affect the development of
such indicators of the level of neuro-mental
development of the child, as attention and
memory, the development of positive emotions
and the presence of significant experiences in
children.
Such type of parent-child relations as
“Symbiosis” negatively affects the indicators of the