Description
The issue of family upbringing of preschool-aged children holds multidimensional significance for psychological science and pedagogical practice. The family is a central focus of scientific research as the primary social environment in which the foundations of a child’s emotional, cognitive, and social development are formed. Scholars emphasise that it is the relationships within the family that determine basic values, behavioural models, and attitudes towards learning. The question of the role of parental influence, as well as the impact of new social and media realities in the upbringing of preschoolers, is relevant due to transformations in social relations, globalisation processes, and the proliferation of digital technologies. The scientific community views the family as the primary institution of socialisation, ensuring the formation of the preschooler’s personality through a combination of psychological support, cultural traditions, and pedagogical strategies. Research has indicated that the quality of family upbringing determines the child’s subsequent ability to adapt to social life, establish relationships with peers and teachers, and develop intellectual and moral qualities.
