SOCIAL AND PERSONAL DEVELOPMENT OF PRESCHOOLERS THROUGH THE LENS OF PARENTAL RELIGIOUS EDUCATIONAL MODELS

The paper aims to analyze religious parental educational models, parental expectations and attitudes toward children's social and personal development. It sets forth the findings of an empirical research into the specifics of a parental socio-psychological child-rearing model. The sample involved 68 parents of the children at an educational establishment based on the principles of religious-moral pedagogy. The data were collected by means of Parent Ques-tionnaire (Vus, 2014) which consists of questions on personal and demographic data of the respondents, questions that reveal the profile of their parental-pedagogical model in the conditions of religious-moral education. The empir-ical research covered parental expectations (in the context of religious-moral education) for their children's social and personal development; attitudes toward children's development at an educational establishment (the nature of relationship with educators and peers); selection of forms of educational influence and social activity of children; and the individual nature of parents' attitudes to themselves and society. The paper examines the parental overriding priorities for child's social and personal development. It identifies the factors determining parental attitudes to their children and criteria for assessment of their social success, social health in religious families. The parental socio-psychological model of child development includes a number of mandatory requirements to the teaching staff, others and children. There is a visible focus on the development of an “internal” form of interpersonal interaction culture. The results of the correlation analysis indicate the dependence of parents' inner peace, harmony on the degree of their self-actualization in their children. The essential factors that determine the specifics of parental attitude to the child are as follows: accordance to the expectations of adults; emotional perception of interaction with the child; characteristics of creative and cognitive activity.