Influence of styles parental attitude on emotional characteristics preschoolers with speech disorders
Abstract
The study gives the rationale for the significance of the issue that deals with influence of parents’ relation styles on emotional development of children with special educational needs in particular with dysphasia. To research correlation between the styles of parents’ upbringing and dominating trends of children’s behavior and their emotional characteristics it has been used such methods as quiz-test of parents’ relation (A. Varha, V. Stolin), modified option of T. Liri’s methods to identify dominating behavior trends; modified option of A. Assinher’s methods to identify children’s aggressiveness; M. Dorka, E. Amen, R. Temml’s «Anxiety test» method; method of self-esteem research. The results indicate that there is an interconnection between parents’ relation and children’s self-esteem and their aggressiveness. It was established that thereis a direc t interconnection between mother and father’s own-leading trend with child’s self-esteem; independent-dominating trend in father’s relation to child correlates with aggression closer than in mother’s relation. The paper highlights that there is certain statistical feedback between father’s responsible-friendly dominating tendencies with children’s aggression level. The author emphasizes on the level of child’s aggressiveness that is directly related to the child’s self-esteem.
The study authors argue that positive emotional characteristics of children with dysphasia will appear under the conditions of positive emotional climate in the family, parents’ undeniable acceptance of their child with his or her special features and comprehension of child’s emotional state and feelings, positive relation to the child, interest in his or her wishes, tastes, and skills to empathize and support. The prospects of the following studies in mentioned branch concern with the development of corrective program of special needs to work with parents that is focused on the change of relation and acceptance of a child with dysphasia.
