Features of the initiative development in middle preschool children depending on the style of family education

The study deals with the influence of the style of family education on the initiative development. Initiative is a personal quality indicated in the Federal State Educational Standard of Preschool Education along with activity and independence as necessary for the full formation of child’s personality. Theoretical and empirical data is given, confirming that initiative is one of the personality qualities associated with activity, the need to express one's thoughts, to be active. It begins to develop in preschool age and depends on the influence of various factors, including parents' attitude to the child. It has been shown that only 1/5 of the subjects of 4-5 years demonstrated a high level of initiative with the predominance of emotional and motivational components. That is, children have an aspiration and a desire to show initiative, they feel pleasure from it, try to bring the started work to the end due to age characteristics, strive to come into contact with adults and peers. The correlation of the level of the initiative development with the style of family education made it possible to determine the dependence of these indicators. Under the influence of authoritarian and liberal styles of family education there is a low level of the initiative development. In the indifferent style, the volitional component of initiative is more developed than the motivational, behavioral component. The authoritative style promotes the initiative development by supporting its manifestations, accepting the child by parents, providing independence, and forming a sense of responsibility for the actions. It is concluded that it is necessary to help parents in the initiative development in preschool children, first of all, through awareness of the impact of their actions and verbal manifestations on the child’s personality formation.