Features of the Communicative and Emotional Component of Parent-Child Interaction in a Family with a Child with Delayed Development
Author(s)
Yulia N. Danilova, Psychologist, Postgraduate Student, Assistant 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 Ave, 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 shows the specifics of parent-child interaction in its communicative and emotional component in families of preschoolers with delayed development. The importance of studying interaction within the framework of L.S. Vygotsky’s cultural and historical concept is confirmed, including consideration of its various aspects: emotional, communicative, cognitive, and practical. For the successful socialization of children with delayed development, it is important to take into account the formation of the communicative and emotional side of interaction. The purpose of the study is to provide the results of a comparative analysis of the communicative and emotional component of parent-child interaction in two groups of families: with children with disabilities and with normally developing peers.
Materials and methods. The participants were 100 families attending public preschool organizations (50 families with children with delayed development, 50 families with normally
developing children).
Research methods: experiment consisting of the “Joint Rorschach Test” technique, Mann-Whitney statistical analysis methods, and cluster analysis.
Results. Statistical differences were found in the selected criteria for the interaction of families of preschoolers with children with disabilities and families with normally developing children; heterogeneity was shown, manifested in three levels of interaction, for which qualitative characteristics, psychological features of the communicative and emotional side of parent-child interaction were determined and described.
Conclusion. The results of the study suggest the need to determine the way to correct the communicative and emotional side of the interaction between parents and children in the process of psychological support for the family of a preschooler with delayed development.
Keywords: family; child with delayed development; diagnosis; communicative and emotional component of parent-child interaction
For citation: Danilova Yu.N. Features of the Communicative and Emotional Component of Parent-Child Interaction in a Family with a Child with Delayed Development. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2024; 18 (3): pp. 410-420 (In Rus.). DOI: https://doi. org/10.32343/2409-5052-2024-18-3-410-420
DOI: https://doi. org/10.32343/2409-5052-2024-18-3-410-420
UDС: 376.4
The article was submitted to the editorial office on 20.07.2024, approved after review on 24.08.2024, and accepted for publication on 30.08.2024.