ࡱ> w(-h / 0DArialew RomanXX,x: 0DTimes New RomanXX,x: 0 DSymbolew RomanXX,x: 0 BD. @n?" dd@  @@`` <4xDKPQRSUVWe?A5E ^/KP QRUVSdfg 0AA0 \()$@ =S^s ʚ;Y08ʚ;g4ddp9x: 0bpp<4dddd$ 0X, <4!d!d$ 0X0___PPT10DTimes New RomanXX|x: 0|DArialNew RomanXX|x: 0| ppX  ___PPT9 @ (?  %m   >7CG0;0AL 2708<>A2O7L <564C AB0=>2;5=85< ;8G=>AB=>9 ?>78F88 H:>;L=8:0 (=>2>3> >B=>H5=8O @515=:0 : A515 8 <5ABC 2 >1I5AB25) 8 >B=>H5=8O<8 2 48045 <0BL  @515=>:. 0728B85 @515=:0 8AA;54>20;>AL 2 42CE A8AB5<0E >B=>H5=89  515=>: - >1I5AB25==K9 27@>A;K9 8 515=>: - 1;87:89 27@>A;K9.     ~ @The relationship between the development of the attitude towards school (self-attitude and perception of own social position) and family relations has been investigated. Child development has been investigated in regard to two systems  child-social adult and child-proximate adult. !!   AE>4=K5 ?>;>65=8O The research has been carried out under the following assumptions:6WCB #A?5H=>ABL >1CG5=8O A2O70=0 A ?@5>4>;5=85< =5?>A@54AB25==>3> >B=>H5=8O : >1CG5=8N 8 H:>;5, 0 8<5==>, A> A?>A>1=>ABLN @515=:0 >B=>A8BLAO : =>@<0< 8 ?@028;0< H:>;K, CG8B5;N, >F5=:5, CG51=>9 7040G5 :0: : =>@<0< 8 B@51>20=8O< >1I5AB20.  >A=>25 >?>A@54>20==>3> >B=>H5=8O : H:>;5 ;568B D>@<8@>20=85 45F5=B@0F88, A?>A>1=>ABL 2K45;OBL A>1AB25==CN ?>78F8N 8 >@85=B8@>20BLAO =0 @C3>3>. !?>A>1=>ABL : 45F5=B@0F88 D>@<8@C5BAO 2 A5<L5, 2 ?@>F5AA5 A5?0@0F88 @515=:0 >B <0B5@8.   0  [ Academic success is determined by the overcoming of a direct attitude towards school and learning, namely the ability to consider school regulations, school teacher, assessment, learning task as social requirements; Development of decentration and the ability to extract the own orientation to the Other lye in the basis of the mediated school attitude; Decentration develops in the family in the course of the separation from the mother.p     p   H $&5;L 8AA;54>20=8O:"#AB0=>2;5=85 A2O78 <564C AD>@<8@>20==>ABLN ;8G=>AB=>9 ?>78F88 H:>;L=8:0 8 >B=>H5=8O<8 A <0B5@LN (A2>52@5<5==> ?@>87>H54H59 A5?0@0F859 >B <0B5@8).xh  8AA;54>20=88 CG0AB2>20;8 40 45B59, CG0I8EAO <;04H8E :;0AA>2, 8 8E <0B5@8. "5AB8@>20=85 MB>9 3@C??K ?@>2>48;>AL 42064K: 2> 2 8 2 4 :;0AA5. A?>;L7>20;8AL <5B>48:8 "!5<59=K9 B5AB >B=>H5=89", @8AC=>: A5<L8, >?@>A=8: 45BA:>-@>48B5;LA:8E >B=>H5=89 8 AB@C:BC@8@>20==>5 8=B5@2LN (B> O). ;O >?@545;5=8O AD>@<8@>20==>AB8 ?>78F88 H:>;L=8:0 87CG0;8AL: <>B820F8O >1CG5=8O, A?>A>1=>ABL : 45F5=B@0F88 AD>@<8@>20==>ABL 459AB28O :>=B@>;O, H:>;L=0O CA?5205<>ABL, >B=>H5=85 : CG8B5;N, =>@<0< 8 ?@028;0< H:>;K. xL @ BW@ Z Forty pupils from primary school and their mothers have been tested. The group has been tested twice: in the second and in the fourth classes. Instruments applied were the following  family relations test , drawing of the family, child-parent inquiry, interviews. Learning motivation, decentration ( Pictogram for the Other ,  Selman s role-taking probe questions ), control, attitude towards school assessment, teacher, school regulations and academic success indicated to school attitude. J ""D| " .!     P=0;87 @57C;LB0B>2 / Analysis of results))  57C;LB0BK 8AA;54>20=8O >1@010BK20;8AL A ?><>ILN AB0B8AB8G5A:>3> ?0:5B0 SPSS. K;8 8A?>;L7>20=K :@8B5@88 U-0==0-#8B=8 8 "-8;:>:A>=0, :>MDD8F85=B :>@@5;OF88 B0C-5=40;;0. "0:65 1K; ?@>2545= D0:B>@=K9 0=0;87.Z |H      & The results were computed by statistics packet SPSS. Criterion Mann-Whitney U, Wilcoxon signed-rank test and correlation coefficient Kendall s tau-b were used. Factor analysis also was done.*6 p5   8      57C;LB0BK / Results I. #AB0=>2;5=K :>@@5;OF88 / I. Correlations DE   +  D    5F5=B@0F8O (?> 8:B>3@0<<5 4;O @C3>3>) :>@@5;8@C5B A: - <0B5@8=A:8< :>=B@>;5< (= -0.338, @<0,05 *) - @5H5=85< CG51=>9 7040G8 (= +0.446, @<0,05 *) - A0<>:>=B@>;5< (= 0.528, @<0,05 *) -3>F5=B@87< (?> 8:B>3@0<<5 4;O @C3>3>) :>@@5;8@C5B A: - <0B5@8=A:>9 B@52>3>9 (= +0.310, @<0,1) - <0B5@8=A:8< :>=B@>;5< (= +0.296, @<0,1) - @5H5=85< CG51=>9 7040G8 (= -0.381, @<0,1) - <>B820F859 >1CG5=8O (= -0.450, @<0,1) - A0<>:>=B@>;5< (= -0.545, @<0,05 *) #G51=0O <>B820F8O :>@@5;8@C5B A: - <0B5@8=A:>9 B@52>6=>ABLN (= -0.392, @<0,1) 5H5=85 CG51=>9 7040G8 :>@@5;8@C5B A - <0B5@8=A:8< :>=B@>;5< (= -0.411, @<0,1)b::!/%+l|+ . / $  ,       !             Decentration (by  Pictogram for the Other ) is connected with - mother s control (= -0.338, @<0,05 *) - decision of learning task (= +0.446, @<0,05 *) - self-control (= 0.528, @<0,05 *) Egocentrism (by  Pictogram for the Other ) is connected with - Mother s anxiety (= +0.310, @<0,1) - mother s control (= +0.296, @<0,1) - decision of learning task (= -0.381, @<0,1) - motivation of learning activity (= -0.450, @<0,1) - self-control (= -0.545, @<0,05 *) Learning motivation is connected with - Mother s anxiety (= -0.392, @<0,1) Decision of learning task is connected with - mother s control (= -0.411, @<0,1)b?>''-&t*  1        >       #   )       '    2       57C;LB0BK / Results II-0. 07;8G8O <564C >A=>2=>9 () 8 :>=B@>;L=>9 () 3@C??>9 (:@8B5@89 45;5=8O =0 3@C??K - AD>@<8@>20==>ABL CG51=>9 45OB5;L=>AB8) II-0. Differences between basic () and control () groups (criteria - level of learning activity) 4 :;0AA / 4 classP = F< (       <     %    T 57C;LB0BK / Results II-0. 07;8G8O <564C >A=>2=>9 () 8 :>=B@>;L=>9 () 3@C??>9 (:@8B5@89 45;5=8O =0 3@C??K - AD>@<8@>20==>ABL CG51=>9 45OB5;L=>AB8) II-0. Differences between basic () and control () groups (criteria - level of learning activity) @5B@>A?5:B82=> 2 :;0AA / retrospective 2 classh+ = F< (         <     %         57C;LB0BK / Results II-1. 8=0<8:0 87<5=5=89 >B 2 :;0AA0 : 4 :;0AAC II-b. Dynamics (2 class  4 class) A=>2=0O 3@C??0 / Basic group, T  l    +"     57C;LB0BK / Results II-1. 8=0<8:0 87<5=5=89 >B 2 :;0AA0 : 4 :;0AAC II-b. Dynamics (2 class  4 class) >=B@>;L=0O 3@C??0 / Control group, T #     +       57C;LB0BK / Results III-0. 07;8G8O <564C >A=>2=>9 () 8 :>=B@>;L=>9 () 3@C??>9 (:@8B5@89 45;5=8O =0 3@C??K  C@>25=L <0B5@8=A:>9 38?5@>?5:8) III-0. Differences between basic () and control () groups (criteria - level of mother s hyper protection) 2 :;0AA / 2 classP > ?= 0       P      -    57C;LB0BK / Results III-1. 8=0<8:0 87<5=5=89 >B 2 :;0AA0 : 4 :;0AAC III-b. Dynamics (2 class  4 class) A=>2=0O 3@C??0 / Basic group, V      +     57C;LB0BK / Results III-1. 8=0<8:0 87<5=5=89 >B 2 :;0AA0 : 4 :;0AAC III-b. Dynamics (2 class  4 class) >=B@>;L=0O 3@C??0 / Control group, V #     +     57C;LB0BK / Results IV. $0:B>@=K9 0=0;87 / Results of Factor analysis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xxZ4W A(   .  ,      J (  It has been found out 12 factors, 7 from them are more interesting for us.  Decentration . Absence of hyper protection and high cooperation connect with decenration and positive child self-relation.  Good mother . Mother s acceptance of child, cooperation, mother s predictable, none-confrontation in parent style, satisfaction of child-mother relation, family comfort, absence of hyper protection, emotional intimacy connect with decentration and academic success.|LxxL? $!bM   A         57C;LB0BK / Results IV. $0:B>@=K9 0=0;87 / Results of Factor analysis G 2 D    R<1820;5=B=0O <0BL. >:07K205B A2O7L <564C 2KA>:>9 B@52>6=>ABLN, =87:>9 C4>2;5B2>@5==>ABLN >B=>H5=8O<8 A @515=:><, 2>A?8B0B5;L=>9 :>=D@>=B0F859, =87:8< 38?5@?>B0:0=85<, 2KA>:>9 M<>F8>=0;L=>9 1;87>ABLN 8 =87:>9 45F5=B@0F859 (?> ?@8=OB8N @>;8). 0@CH5=85 >B=>H5=89. 530B82=> >:@0H5==>5 2708<>459AB285 A <0<>9 2 2>A?@8OB88 @515=:0 A2O70=> A >BACBAB285< 45F5=B@0F88 (?> 8:B>3@0<<5 4;O @C3>3> 8 ?> ?@8=OB8N @>;8). :;NG5==>ABL 2> 2708<>459AB285 A 4@C38<8. =B5=A82=>5 ?>;>68B5;L=>5 2708<>459AB285 A 4@C38<8 G;5=0<8 A5<L8 A2O70=> A 45F5=B@0F859. xx&LI,L +  n 3 x    Unpredictable mother . Hidh anxiety, unsatisfaction of child-mother relationship, confrontation of parent style, low mother s hyper permission, emotional intimacy connect with low decentration (by role-taking).  Unsatisfacied child-mother relations . Negative child-mother relations connect with low level of decentration (by  Pictogram for Other and role-taking).  Inclusion in interaction with Others . Active positive family interaction connect with decentration.x (-/'1            T        57C;LB0BK / Results IV. $0:B>@=K9 0=0;87 / Results of Factor analysis G 2 D    %>@>H89 CG5=8:. KA>:85 CG51=0O <>B820F8O 8 A0<>:>=B@>;L, 45F5=B@0F8O (?> 8:B>3@0<<5 4;O @C3>3>) A2O70=K A =87:>9 B@52>6=>ABLN <0<K, C4>2;5B2>@5==>ABLN >B=>H5=8O<8 A @515=:><, 2KA>:>9 B@51>20B5;L=>ABLN : @515=:C. %>;>4=0O <0BL. 87:0O M<>F8>=0;L=0O 1;87>ABL, =87:>5 ?>B0:0=85 @515=:C A2O70=K A >BACBAB285< 45F5=B@0F88. $0:B>@ %>@>H0O <0BL 7=0G8<> 1>;LH5 2K@065= 2 :>=B@>;L=>9 3@C??5 ( > , @<0,01) (:@8B5@89 45;5=8O =0 3@C??K  C@>25=L AD>@<8@>20==>AB8 CG51=>9 45OB5;L=>AB8). xTuCLST `  z z Good student . High learning motivation, self-control and decantration (by  Pictogram for Other ) connect with low mother s anxiety, satisfaction of child-mother relation, high exacting mother.  Cold mother . Low emotional intimacy, low mother s permission connect with low decentration. There is significant difference between basic (O) and control (K) groups by factor  Good mother ( > , @<0,01) (criteria - level of learning activity).x7}!j/;      f   . (K2>4K / Conclusion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fIt has been found out that students with undeveloped school attitude are characterized by unsatisfied child-mother relations. Parent style is characterized by high anxiety level, hyper protection, high control mothers are unsatisfied with her relations with the kid, her behavior is unpredictable. The hyper protecting mother is responsible for the emergence of the  development retardation zone , i.e. provokes the lack of ability to act independently. One can conclude that development of school attitude is associated with child-mother diad relationship. 44h&B V   Pp   0` 33` Sf3f` 33g` f` www3PP` ZXdbmo` \ғ3y`Ӣ` 3f3ff` 3f3FKf` hk]wwwfܹ` ff>>\`Y{ff` R>&- {p_/̴` f>?" ddEz?" ddyE " E 8  n?" dd@   @@``PR   E  ` p8 :   tl@(    Tbdbd "Qy   V"1@075F 703>;>2:0   N\bdbd "y   1@075F B5:AB0 B>@>9 C@>25=L "@5B89 C@>25=L '5B25@BK9 C@>25=L OBK9 C@>25=L M  Nbdbd "B  \*EEE  Nbdbd "BV    ^*EEE  N8bdbd "B) y   ^*EEEh  BvyXf1 @ ?"` f80___PPT10. ޳ .D>@<;5=85 ?> C<>;G0=8Np 0 {s 7(  4  Hi4bdbd  @>1;5<0 AB0=>2;5=8O ;8G=>AB=>9 ?>78F88 H:>;L=8:0 2 :>=B5:AB5 45BA:>-@>48B5;LA:8E >B=>H5=89 .$8;8??>20, .;>B=8:>20.y^D`     EEE  H4bdbd C YAttitude towards School in regard to Child-Parent Relationship E.Filippova, N.Plotnikova8Z> D?      EEEh 4 BvyXf1 @ ?"` 33___PPT10u..P2+D=' = @B +  0L0 00(  x  c $4\ 4 x  c $(YY  4 H  0Xf1 ? 33___PPT10u..nL+D=' = @B +'  0 2*(  ~  s * 4y   4 ~  s *4@U 4 ~  s *4.Y r 4 H  0Xf1 ? 33___PPT10u..PGy+D=' = @B +  0 p}(  x  c $Oy   O    0O"`y  O   TLObdbd 6y \ c The object:   <  N$4bdbd }y * PAssociation between the attitude towards school and childe-mother relationship 6PxZNN H  0Xf1 ? 33___PPT10u..p+D=' = @B +  0 ;0(  8x t c $H(O O x t c $ )O]  O H 8 0Xf1 ? 33___PPT10u..v+D=' = @B +   0  P(  x  c $.O\   O x  c $`/Op<i O x  c $2Od`  O H  0Xf1 ? f___PPT10i.Zc+D=' = @B +)  0 @8(     6TVO"`y   O x  c $,WO O x  c $XOM ? O H  0Xf1 ? f___PPT10i.P4U+D=' = @B +"  0 !!' Z!(  @x @ c $ {Oy   O  x '    #"*535&44'  @ T}O?B  zNegative self-relation E @ TO?pB V @<0,1 E @ TTO?Bp V  >  E> @ TgO?B jB@8F0B5;L=K5 GC2AB20, =0?@02;5==K5 @515=:>< =0 A51O 66E @ TdO? B q Mother demand  E @ TXO?pB V @<0,1 E @ T0O?pB V  <  E @ T O?B |4"@51>20B5;L=>ABL : @515=:CE f@ TTO?  #Characteristics of self-description$$# E d@ TO?p V @<0,1 E b@ TLO?p V  <  E  `@ TO? L>;8G5AB2> :0B53>@89 4;O >?8A0=8O A51O''En ]@ TO?  dEffective  Pictogram for the Other (Decentration)33.%    E  [@ TO?p ~@<0,05 *   E Y@ TO?p V  <  EJ W@ TP? v>;8G5AB2> MDD5:B82=KE ?8:B>3@0<< 4;O @C3>3> (5F5=B@0F8O)<<En T@ TP?  jNon effective  Pictogram for the Other (Egocentrism)66('   E  R@ TP?p ~@<0,05 *   E P@ T P?p V  >  E N@ T"P? z>;8G5AB2> =5MDD5:B82=KE ?8:B>3@0<< 4;O @C3>3> (-3>F5=B@87<)>>00   E K@ T 5P?' `0@0<5B@K   E@ H@ Tl?P?'p . 07;8G85 Differences 2    E: E@ TP7P?p' 4>AB>25@=>ABL Authenticity&  E( ?@ TPSP?'  $peration factors $ ErB @@ BPF0*PF0*g  ?' 'rB A@ BPF0*PF0*g  ? rB B@ BPF0*PF0*g  ?'rB C@ BPF0*PF0*g  ? ' rB F@ BPF0*PF0*g  ?'rB I@ BPF0*PF0*g  ?p'prB L@ BPF0*PF0*g  ?'rB O@ BPF0*PF0*g  ? rB X@ BPF0*PF0*g  ? rB a@ BPF0*PF0*g  ? ZB @ s *g  ?B BZB @ s *g  ? H @ 0Xf1 ? f___PPT10i.P4U+D=' = @B +  0 "?(  T~ T s *](y   ( t    #"&55&4 \ T Tt(?>  lMother s hyper protection (from childes point of view)776 E T T$;(?p> V @<0,1 E T T0x(?>p T  > EL T T(?> V0B5@8=A:0O 38?5@>?5:0 (A ?>78F88 @515=:0) ,, E T T(? > q Strict mother  E  T T(?p> X@<0,1 E  T T(?p> V  >  E  T Tд(?> h !B@>3>ABL <0B5@8En T Tض(?  dEffective  Pictogram for the Other (Decentration)33.%    E T T(?p V @<0,1 E T T(?p V  <  En T Tt(? v>;8G5AB2> MDD5:B82=KE ?8:B>3@0<< 4;O @C3>3> (5F5=B@0F8O)<<.  E  T T(?O  ~Academic success (2 class) E  T T8(?pO @<0,01 **   E T T(?Op V  <  E T T4?O z2#A?5205<>ABL 2> 2 :;0AA5 E T T4?O `0@0<5B@K   E0 T T|4?pO * 07;8G85 Difference &   E< T T 4?pO 6>AB>25@=>ABL Authenticity &  E( T T*4? O $peration factors $ ErB T BPF0*PF0*g  ? rB T BPF0*PF0*g  ? rB T BPF0*PF0*g  ?rB T BPF0*PF0*g  ?  rB  T BPF0*PF0*g  ?rB !T BPF0*PF0*g  ?pprB "T BPF0*PF0*g  ?rB #T BPF0*PF0*g  ?O OrB $T BPF0*PF0*g  ? rB %T BPF0*PF0*g  ? ZB &T s *g  ?> >H T 0Xf1 ? f___PPT10i.P4U+D=' = @B +-  0 --1,(  X~ X s *^PQy   P +  t  #"2&53#&&&4 t >X TܒP?  *Mother s acceptance  E  5 ?@8=OB85E 5X TбP?  (Mother s predictable E  3X T P?p @<0,01 **   E" 1X TLP?p 2 :; < 4 :;   ,E /X TTP? @>A;54>20B5;L=>ABL 2 2>A?8B0=88 !!E  ,X TLP?  Confrontation of parent style E  *X T`P?p ~@<0,05 *   E" (X TP?p 2 :; > 4 :;   ,E  &X TP? 8>A?8B0B5;L=0O :>=D@>=B0F8O E\ X T ? t lMother s hyper protection (from childes point of view)776 E X T?pt V @<0,1 E" X T?pt 2 :; < 4 :;   ,EL X T4?t V0B5@8=A:0O 38?5@>?5:0 (A ?>78F88 @515=:0) ,, E X T0?  %Satisfaction of child-mother relation&&% E   X T9?p ~@<0,05 *   E"  X TC?p 2 :; > 4 :;   ,E&  X TM? R#4>2;5B2>@5==>ABL >B=>H5=8O<8 A @515=:>< **E/  X T=?.  Decentration (by role-taking)6    E   X Ta?p. @<0,01 **   E" X Tl?.p 2 :; < 4 :;   ,E4 X Tv?. <5F5=B@0F8O (?> ?@8=OB8N @>;8)  En X T?5 . dEffective  Pictogram for the Other (Decentration)33.%    E  X TЉ?p5. ~@<0,05 *   E" X T?5p. 2 :; < 4 :;   ,En X T`?5. v>;8G5AB2> MDD5:B82=KE ?8:B>3@0<< 4;O @C3>3> (5F5=B@0F8O)<<.  E X Tħ?5 `0@0<5B@K   E0 X T$?p5 * 07;8G85 Difference &   E< X T?p5 6>AB>25@=>ABL Authenticity &  E( X T? 5 $peration factors $ ErB X BPF0*PF0*g  ? rB X BPF0*PF0*g  ?t trB X BPF0*PF0*g  ?trB X BPF0*PF0*g  ?  trB X BPF0*PF0*g  ?trB X BPF0*PF0*g  ?pptrB X BPF0*PF0*g  ?trB X BPF0*PF0*g  ?5 5rB  X BPF0*PF0*g  ?. .rB !X BPF0*PF0*g  ? ZB "X s *g  ? ZB 'X s *g  ? ZB 0X s *g  ? ZB 9X s *g  ? H X 0Xf1 ? f___PPT10i.P4U+D=' = @B +2  0 11 6~1(  \~ \ s *-y =   0    #"6* 53#&&&&&4  =\ T<?7  q Strict mother  E  ;\ T?p7 ~@<0,05 *   E" 9\ T ?7p 2 :; < 4 :;   ,E 7\ T?7 h !B@>3>ABL <0B5@8E/ \ T? 7 Decentration (by role-taking)6    E  \ T,?p7 @<0,01 **   E" \ T<7?p7 2 :; < 4 :;   ,E4 \ TxA?7 <5F5=B@0F8O (?> ?@8=OB8N @>;8)  E( \ THK?  8Cooperation (mother  child) E   \ TT?p ~@<0,05 *   E"  \ T_?p 2 :; > 4 :;   ,E  \ T|h? |4!>B@C4=8G5AB2> A @515=:>< E  \ THc?   Mother s anxiety E  \ Tz?p V @<0,1 E" \ TЄ?p 2 :; < 4 :;   ,E \ Tt? n&0B5@8=A:0O B@52>30E\ \ T?  lMother s hyper protection (from childes point of view)776 E \ T?p V @<0,1 E" \ Tx?p 2 :; < 4 :;   ,EL \ T? V0B5@8=A:0O 38?5@>?5:0 (A ?>78F88 @515=:0) ,, E \ T?  (Mother s predictable E \ Tǰ?p V @<0,1 E" \ T Ұ?p 2 :; > 4 :;   ,E \ T(԰? @>A;54>20B5;L=>ABL 2 2>A?8B0=88 !!En \ T?  dEffective  Pictogram for the Other (Decentration)33.%    E  \ TH?p @<0,01 **   E  \ T?p 2 :; < 4 :;  ,EJ \ T? v>;8G5AB2> MDD5:B82=KE ?8:B>3@0<< 4;O @C3>3> (5F5=B@0F8O)<<En \ T ?  jNon effective  Pictogram for the Other (Egocentrism)66('   E  \ T<?p @<0,01 **   E" \ TD$?p 2 :; > 4 :;   ,Er \ Tx? z>;8G5AB2> =5MDD5:B82=KE ?8:B>3@0<< 4;O @C3>3> (-3>F5=B@87<)>>0  E  \ T6? `0@0<5B@K   E0 !\ Tx(?p * 07;8G85 Difference &   E< "\ TK?p 6>AB>25@=>ABL Authenticity &  E( #\ TU?  $peration factors $ ErB $\ BPF0*PF0*g  ? rB %\ BPF0*PF0*g  ? rB &\ BPF0*PF0*g  ?rB '\ BPF0*PF0*g  ?  rB (\ BPF0*PF0*g  ?rB )\ BPF0*PF0*g  ?pprB *\ BPF0*PF0*g  ?rB +\ BPF0*PF0*g  ? rB ,\ BPF0*PF0*g  ? rB -\ BPF0*PF0*g  ? ZB .\ s *g  ? ZB /\ s *g  ? ZB 0\ s *g  ? ZB 1\ s *g  ?7 7ZB 8\ s *g  ? H \ 0Xf1 ? f___PPT10i.P4U+D=' = @B +0  0 //09'/(  `~ ` s *h%y     l [ :   #"5##[ :t ` T? : jMother s hyper permission (from childs point of view)66.    E ` Tx?p: V @<0,1 E ` T?p: V  >  ET ` T?: ^0B5@8=A:>5 38?5@?>B0:0=85 (A ?>78F88 @515=:0) 00 E  ` T?  rInclude father E  !` T?p ~@<0,05 *  E "` T?p V  >  E #` T? l$:;NG5==>ABL ?0?K E $` T`?[ `0@0<5B@K   E0 %` T ı?[p * 07;8G85 Difference &   E< &` Th?p[ 6>AB>25@=>ABL Authenticity &  E( '` Tر?[  $peration factors $ ErB (` BPF0*PF0*g  ?[ [rB )` BPF0*PF0*g  ?: :rB *` BPF0*PF0*g  ?[:rB +` BPF0*PF0*g  ? [ :rB ,` BPF0*PF0*g  ?[:rB -` BPF0*PF0*g  ?p[p:rB .` BPF0*PF0*g  ?[:rB /` BPF0*PF0*g  ? rB 0` BPF0*PF0*g  ? & @` Ntܱ"`-`  "4 :;0AA / 4 class       ' y   #"&9x7y   i` T?y y &Mother s acceptance E g` T?py V @<0,1 E e` T?py V  <  E c` T ?y p(0B5@8=A:>5 ?@8=OB85E `` T?yy  (Mother s predictable E ^` Td?py Z@<0,05 *  E \` Tt(?yp V  <  E Z` T1?y @>A;54>20B5;L=>ABL 2 2>A?8B0=88 !!E@ B` Tx;?y  PDrawing of the family ( Family comfort )))( E C` TD?p Z@<0,05 *  E D` T5?p T  < E2 E` TO? ^ 8AC=>: A5<L8 (:><?;5:A ;03>?>;CG=>9 A5<L8) 00E/ F` T4Y?sy  Decentration (by role-taking)6    E  G` Tk?ps ~@<0,05 *  E H` Tht?sp V  <  EH I` T?s <5F5=B@0F8O (?> ?@8=OB8N @>;8)0   E J` Tv?s `0@0<5B@K   E0 K` TБ?ps * 07;8G85 Difference &   E< L` TD?ps 6>AB>25@=>ABL Authenticity &  E( M` T0?y s $peration factors $ ErB N` BPF0*PF0*g  ?y rB O` BPF0*PF0*g  ?y rB P` BPF0*PF0*g  ?rB Q` BPF0*PF0*g  ?y y rB R` BPF0*PF0*g  ?rB S` BPF0*PF0*g  ?pprB T` BPF0*PF0*g  ?rB U` BPF0*PF0*g  ?sy srB V` BPF0*PF0*g  ?y ZB [` s *g  ?y ZB d` s *g  ?yy yH ` 0Xf1 ? f___PPT10i.P4U+D=' = @B +%(  0 <'4'P,&(  h~ h s *y    &|  p  #"."5#&&4 p h TD?l  (Mother s predictable E h T ?pl V @<0,1 E  h T?lp 2 :; > 4 :;  ,E h T4?l @>A;54>20B5;L=>ABL 2 2>A?8B0=88 !!E/ h T? l Decentration (by role-taking)6    E  h Th0?pl Z@<0,05 *  E"  h T:?pl 2 :; < 4 :;   ,E4  h TD?l <5F5=B@0F8O (?> ?@8=OB8N @>;8)  E  h Td>?  %Satisfaction of child-mother relation&&% E  h TW?p Z@<0,05 *  E" h TY?p 2 :; < 4 :;   ,E$ h T`c? P#4>2;5B2>@5==>ABL >B=>H5=8O<8 A @515=:><))E@ h T m? p PDrawing of the family ( Family comfort )))( E h To?pp V @<0,1 E" h T,?pp 2 :; > 4 :;   ,E2 h T?p ^ 8AC=>: A5<L8 (:><?;5:A ;03>?>;CG=>9 A5<L8) 00En h T$?  dEffective  Pictogram for the Other (Decentration)33.%    E h T?p V @<0,1 E  h T?p 2 :; < 4 :;  ,En h Tı? v>;8G5AB2> MDD5:B82=KE ?8:B>3@0<< 4;O @C3>3> (5F5=B@0F8O)<<.  E  h T8?}   Development of symbolic function!!  E !h T?p} V @<0,1 E" "h T?}p 2 :; < 4 :;   ,E #h T?} r*#@>25=L A8<2>;870F88 E $h T?} `0@0<5B@K   E0 %h T?p} * 07;8G85 Difference &   E< &h TD?p} 6>AB>25@=>ABL Authenticity &  E( 'h T ? } $peration factors $ ErB (h BPF0*PF0*g  ? rB )h BPF0*PF0*g  ?p prB *h BPF0*PF0*g  ?prB +h BPF0*PF0*g  ?  prB ,h BPF0*PF0*g  ?prB -h BPF0*PF0*g  ?ppprB .h BPF0*PF0*g  ?prB /h BPF0*PF0*g  ?} }rB 0h BPF0*PF0*g  ? rB 1h BPF0*PF0*g  ? ZB 4h s *g  ? ZB 5h s *g  ?l lZB 6h s *g  ? H h 0Xf1 ? f___PPT10i.P4U+D=' = @B +J;  0 a:Y:`E9(  l l  6C"`y    9    #":. :3#&&&$6(4  {l TG?-  vPredictable mother E yl TX ?"`p- \@<0,01 **  E0 wl Tb ?"`-p 2 :; < 4 :;   ,E ul T[?- @>A;54>20B5;L=>ABL 2 2>A?8B0=88 !!E rl Tu?  rInclude father E pl Th\?p T @<0,1E" nl T?p 2 :; < 4 :;   ,E ll T? l$:;NG5==>ABL ?0?K E cl T? -  Mother s anxiety E al TԤ?p- \@<0,01 **  E" _l T1?p- 2 :; > 4 :;   ,E ]l TX?- n&0B5@8=A:0O B@52>30E l TH? G  Mother s control E l T?pG \@<0,01 **  E" l T?pG 2 :; > 4 :;   ,E l T?G r*0B5@8=A:89 :>=B@>;L E/ l T?a  Decentration (by role-taking)6    E  l T4?pa \@<0,01 **  E"  l T?ap 2 :; < 4 :;   ,E4  l T?a <5F5=B@0F8O (?> ?@8=OB8N @>;8)  E  l T ?G  &Mother s acceptance E  l T?pG Z@<0,05 *  E" l Tx%?Gp 2 :; < 4 :;   ,E l T.?G p(0B5@8=A:>5 ?@8=OB85Et l T0?  jMother s hyper permission (from childs point of view)66.    E l T(C?p V @<0,1 E" l T0=?p 2 :; < 4 :;   ,ET l T5 38?5@?>B0:0=85 (A ?>78F88 @515=:0) 00 En l Ta?h a dEffective  Pictogram for the Other (Decentration)33.%    E l Tk?pha \@<0,01 **  E  l Tu?hpa 2 :; < 4 :;  ,EJ l Tw?ha v>;8G5AB2> MDD5:B82=KE ?8:B>3@0<< 4;O @C3>3> (5F5=B@0F8O)<<En l T?o h jNon effective  Pictogram for the Other (Egocentrism)66('   E l T ?poh Z@<0,05 *  E" l T̝?oph 2 :; > 4 :;   ,EN l T?oh z>;8G5AB2> =5MDD5:B82=KE ?8:B>3@0<< 4;O @C3>3> (-3>F5=B@87<)>>E l TD?o `0@0<5B@K   E0 l T\?po * 07;8G85 Difference &   E< l T?po 6>AB>25@=>ABL Authenticity &  E( l T? o $peration factors $ ErB  l BPF0*PF0*g  ? rB !l BPF0*PF0*g  ? rB "l BPF0*PF0*g  ?rB #l BPF0*PF0*g  ?  rB $l BPF0*PF0*g  ?-rB %l BPF0*PF0*g  ?pp-rB &l BPF0*PF0*g  ?-rB 'l BPF0*PF0*g  ?o orB (l BPF0*PF0*g  ?h hrB )l BPF0*PF0*g  ?a aZB *l s *g  ? ZB +l s *g  ? ZB ,l s *g  ?G GZB ^l s *g  ?--ZB ml s *g  ? ZB vl s *g  ?`B l 0g  ?--`B l 0g  ?xB l HPF0*PF0*g  ?-rB l BPF0*PF0*g  ?xB l HPF0*PF0*g  ?p-prB l BPF0*PF0*g  ?ppZB l s *g  ?- -ZB l s *g  ? xB l HPF0*PF0*g  ?-rB l BPF0*PF0*g  ?H l 0Xf1 ? f___PPT10i.P4U+D=' = @B +   0  @(  x  c $p'y    x  c $H(CW  x  c $ )IM   H  0Xf1 ? f___PPT10i._̡+D=' = @B +1  0 H@`(  ~  s *|@y      s *J7Wx  "Lg~  s *S:a {  H  0Xf1 ? f___PPT10i._̡+D=' = @B +1  0 H@p(  ~  s *[Qy      s *Pd7Lx  "Lg~  s *}(] i  H  0Xf1 ? f___PPT10i._̡+D=' = @B +#  0 :2ps(  p p  0"`y    x p c $ԇ[w  x p c $LV   H p 0Xf1 ? f___PPT10i.%+D=' = @B +rd ^ֈwA> =EnrGR0r1Oh+'08 hp   1**134Microsoft Office PowerPoint@-@>@#G7; q !  [!A HZ(Horgpshqtirujsvktwluxluxmvymvynwznwzox{ox{py|pz}q{~r|r|s}s~tuvwxxyz{|}}~¯y{~ðıwz|ŲƳǴȵɶʶʷɵ˷̸͹κϻлϺѼҽӾԿмԿ[[hivvw~YZ[hhivww~XYZZ[hiivw~~VgXYZZ[hiivw~~TUVWXYZ[[hivvw~STUugXYYZ[hhivww~RRSTUugXYYZ[hhivww~PQRSSTUVgXYZZ[hiivw~~OPQQRSTTUVWXYZ[[hivvw~NNOPQQRST}ugXXYZ[[hivvw~tfNOOPQRRSTUugXYYZ[hhivww~JKLfNOPPQRSSTUVgXYZZ[hiivw~~HeJKLfNOPPQRSSTUVgXYZZ[hiivw~~FGHIJKLMNOPQQRSTTUVWXYZ[[hivvw~EFGseJKtfNOOPQRRSTUugXYYZ[hhivww~DDEFGseJKtfNOOPQRRSTUugXYYZ[hhivww~dCDEEFGHeJKLfNOPPQRSSTUVgXYZZ[hiivw~~@ABCDEFFGHIJKLMNOPQQRSTTUVWXYZ[[hivvw~?zrdCCDEF{seJ|tfNNOPQQRST}ugXXYZ[[hivvw~qc?@rdCDDEFGseJKtfNOOPQRRSTUugXYYZ[hhivww~;<=c?@AdCDEEFGHeJKLfNOPPQRSSTUVgXYZZ[hiivw~~::;<=c?@AdCDEEFGHeJKLfNOPPQRSSTUVgXYZZ[hiivw~~89:;;<=>?@ABCDEFFGHIJKLMNOPQQRSTTUVWXYZ[[hivvw~b899:;?@ABCDEFFGHIJKLMNOPQQRSTTUVWXYZ[[hivvw~11234xpb889:;yqc?zrdCCDEF{seJ|tfNNOPQQRST}ugXXYZ[[hivvw~/0122345pb899:;?@ABCDEFFGHIJKLMNOPQQRSTTUVWXYZ[[hivvw~*+,,-.o/0122345pb899:;?@ABCDEFFGHIJKLMNOPQQRSTTUVWXYZ[[hivvw~%%&'(()*++,-../011234xpb889:;yqc?zrdCCDEF{seJ|tfNNOPQQRST}ugXXYZ[[hivvw~#$%n&'())*+,,-.o/0122345pb899:;?@ABCDEFFGHIJKLMNOPQQRSTTUVWXYZ[[hivvw~l !"m#$%n&'())*+,,-.o/0122345pb899:;?@ABCDEFFGHIJKLMNOPQQRSTTUVWXYZ[[hivvw~ !""#$%%&'(()*++,-../011234xpb889:;yqc?zrdCCDEF{seJ|tfNNOPQQRST}ugXXYZ[[hivvw~jkl !"m#$%n&'())*+,,-.o/0122345pb899:;?@ABCDEFFGHIJKLMNOPQQRSTTUVWXYZ[[hivvw~jkl !"m#$%n&'())*+,,-.o/0122345pb899:;?@ABCDEFFGHIJKLMNOPQQRSTTUVWXYZ[[hivvw~ !""#$%%&'(()*++,-../011234xpb889:;yqc?zrdCCDEF{seJ|tfNNOPQQRST}ugXXYZ[[hivvw~jkl !"m#$%n&'())*+,,-.o/0122345pb899:;?@ABCDEFFGHIJKLMNOPQQRSTTUVWXYZ[[hivvw~  !""#$%%&'(()*++,-../011234xpb889:;yqc?zrdCCDEF{seJ|tfNNOPQQRST}ugXXYZ[[hivvw~ jkl !"m#$%n&'())*+,,-.o/0122345pb899:;?@ABCDEFFGHIJKLMNOPQQRSTTUVWXYZ[['@Arial-. 2 $????????. "System-@Arial-. 2 J ???????????a.-@Arial-. 2  ??????????.-@Arial-. 2 A????????.-@Arial-. 2 a ??????????.-@Arial-.  2 #?.-@Arial-. 2 # ?????????.-@Arial-. 2 #>??????.-@Arial-.  2 #V-.-@Arial-. 2 #X ????????????.-@Arial-. 2 ,; ??????????.-@Arial-.  2 6-?.-@Arial-.  2 60..-@Arial-. 2 61 ?????????.-@Arial-.  2 6L, .-@Arial-.  2 6N?.-@Arial-.  2 6R..-@Arial-. 2 6S ??????????.-@Arial-. ?2 ?%Attitude towards School in regard to }.-@Arial-. 2 H"Child?.-@Arial-.  2 H4-.-@Arial-. $2 H6Parent Relationship.-@Arial-. 2 S3 E.Filippova.-@Arial-.  2 SL, .-@Arial-. 2 SN N.Plotnikova.-՜.+,0h     f ArialTimes New RomanSymbol  1 2W The research has been carried out under the following assumptions: : 5) / Analysis of resultsE / Results I. / I. Correlations  / Results II-. () () ( - ) II-. Differences between basic () and control () groups (criteria - level of learning activity) 4 / 4 class+ / Results II-. () () ( - ) II-. Differences between basic () and control () groups (criteria - level of learning activity) 2 / retrospective 2 class / Results II-. 2 4 II-b. Dynamics (2 class 4 class) / Basic group / Results II-. 2 4 II-b. Dynamics (2 class 4 class) / Control group / Results III-. () () ( ) III-. Differences between basic () and control () groups (criteria - level of mothers hyper protection) 2 / 2 class / Results III-. 2 4 III-b. Dynamics (2 class 4 class) / Basic group / Results III-. 2 4 III-b. Dynamics (2 class 4 class) / Control groupG / Results IV. / Results of Factor analysisG / Results IV. / Results of Factor analysisG / Results IV. / Results of Factor analysis / Conclusion    Root EntrydO)'/@Current User&SummaryInformation(8PowerPoint Document(    !_PCPCser  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~    !Root EntrydO)Current UserSummaryInformation(8PowerPoint Document(DocumentSummaryInformation8