Features of Parent-Child Interaction in the Family of a Child with an Intellectual Disability
Author(s)
Yulia N. Danilova, Psychologist, Assistant Professor of the Department of General and Practical Psychology, https://orcid.org/0000-0002-9964-0256, Institute of Special Education and Psychology, Moscow City Pedagogical University
27 Petrovsko-Razumovsky proezd, Moscow, Russia, 127287, tel.: +7 (495) 6121436, This email address is being protected from spambots. You need JavaScript enabled to view it.
Abstract. Introduction. This article examines parent-child interaction in a family with older preschoolers with intellectual disabilities and in a family with normally developing peers based on empirical research. The relevance of studying psychological features of parent-child interaction with preschoolers with intellectual disabilities is substantiated, on the one hand, by the insufficiency of psychological research studying this problem and, on the other, by the significance of this topic for the socialization of children in the studied category. The aim of the study is to identify psychological features of parent-child interaction in families of preschoolers with intellectual disabilities based on comparison with families with normally developing peers.
Materials and Methods. The main research method was an ascertaining experiment, including the diagnostic methodology of “Studying the Interaction of Parents with Children” by I.M. Markovskaya, methods of mathematical and statistical processing and interpretation of data using the Mann-Whitney method, and cluster analysis.
Results. The empirical study revealed the presence of psychological features of parent-child interaction in families of preschoolers with intellectual disabilities, which were characterized by heterogeneity and level differences in quantitative and qualitative criteria-based characteristics of interaction between parents and preschoolers with intellectual disabilities based on comparison to families with normally developing peers.
Conclusion. The conducted experiment confirmed the hypothesis put forward about the presence of psychological features of parent-child interaction in the family of a child with an intellectual disability, manifested in immaturity, disharmony, and heterogeneity, which in turn reflect the specifics of the intra-family atmosphere caused by the birth of a child of this category. Furthermore, it confirmed the theoretical position on the unity of the laws of mental development of normally developing preschoolers and with an intellectual disability, implemented in the context of interaction between parents and a child of this category at the stage of preschool childhood.
Keywords: family, parent-child interaction, children with an intellectual disability of preschool age, scales of interaction
For citation: Danilova Yu.N. Features of Parent-Child Interaction in the Family of a Child with an Intellectual Disability. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2023; 17 (2):286-299. (In Russ.). DOI: https://doi.org/10.32343/2409-5052-2023-17-2-286-299
DOI: https://doi.org/10.32343/2409-5052-2023-17-2-286-299
UDС: 376.4