Abstract

Background. Parent–child communication about children's experiences in kindergarten is an essential factor in emotional development and the formation of extra-situational personal communication. However, the content and regularity of such conversations have not been sufficiently explored.

Objective. To identify the regularity and topics of conversations between parents and preschool children in relation to different parenting styles and socio-demographic characteristics.

Study Participants. The study involved 42,864 parents of children attending kindergartens in various regions of Russia (96,9% women, mostly between the ages of 27 and 45).

Methods. An online survey of parents of preschool children was conducted using a questionnaire developed and updated under the supervision of V.S. Sobkin and I.A. Ryabkova. Data analysis was carried out in SPSS Statistics 22.

Results. Most parents regularly discuss the child's day, with particular attention to impressions, emotions, and peer relationships. Such conversations more often occur among mothers, younger parents, and parents with higher education. Parents with a democratic parenting style show greater involvement in children's emotional experiences and their relationships with peers, whereas those with a liberal style show the lowest interest in this area. Authoritarian and disengaged parenting styles are also associated with reduced attention to emotional aspects of the child's experiences. Comparison with data from studies conducted in 1997 and 2007 demonstrates changes in parents' views on parenting and in the content of communication about kindergarten over time.

Conclusion. Parenting style plays a significant role in organizing parent–child communication. A democratic parenting style appears most beneficial for the development of extra-situational personal communication, as well as for fostering a child's ability to reflect on their emotions and social experience.