Enhancing maternal psychotherapeutic function for preschool children with developmental problems

Introduction. This paper examines the effectiveness of maternal monologue and specially selected music as a technology for solving developmental problems of preschool children. Aims. This study empowers mothers to become the primary performers and co-directors (assistant psychologist) of correctional techniques during the habilitation process through maternal dialogue. Materials and methods. Our research was conducted from 2015–2024 at municipal preschool institutions in Novosibirsk (481, 385, 281, 369, Zolotoy Klyuchik), including rehabilitation centers (A. Borozdin rehabilitation center, St. Luke habilitation center). Mothers aged 18–47 were recruited for the study. Our methodology was based on a systemic approach (B. Lomov) and cultural-historical theory (L. Vygotsky). The success of our maternal habilitation technique was evaluated using A. Barkan’s Scale of Parental Rejection and a questionnaire developed by O. Lisichenko and medical university staff. The study employed a formative experiment model. Results. Our results showed a significant reduction of parental rejection and increased mothers’ perceptions of their children during rehabilitation and educational/corrective activities. Conclusion: This research contributes to the field by providing a practical method for teaching mothers and psychologists to utilize all components of maternal monologue technology in habilitation processes. These findings suggest that our maternal therapy approach enhances mothers' psychotherapeutic functions in early childhood development.