Development of self-awareness of preschool children with different types of parental relationships

Statement of the problem. The article presents the results of an empirical study of the self-awareness of children of senior preschool age in the context of the family microenvironment. Family and parents, as the immediate social environment, influence the direction of development of their child's self-awareness, which can both contribute to the development of potential and serve as a risk factor for poor personal development in general, and individual qualities and personality traits in particular. The purpose of the article is to study the specifics of the influence of family and parental attitudes on the formation of components of self-awareness in children of senior preschool age. Methodology (materials and methods). The methodology consists of analysis and synthesis of scientific research works of foreign and Russian scientists in the field of research into children's self-awareness, in particular Belopolskaya, 2011; Martsinkovskaya, 2015; Mukhina, 2012; Stolin, 1983; Prosekova, 2015; Chesnokova, 2010; Chowbey, Barley, 2022; Lee, Park, Oh, 2023 and others. Research results. Based on a theoretical analysis of the problem and empirical research, features of the development of self-awareness structural links were identified with different characteristics of intrafamily relationships, educational attitudes, types of family education and parental attitudes. Based on an analysis of identified deficits in the development of children's self-awareness, a set of psychological and pedagogical measures to support families and parents has been developed.