Российский психологический журнал (Mar 2016)
Parent-Child Relations as a Factor in the Development of the Junior Schoolchild’s Play Activity in the Field of Gaming Virtual Reality
Abstract
The article focuses on the problem of parent-child relations, particularly the features of interpersonal family interaction as a factor of the development of gaming activity of children in the [eld of virtual reality. The author emphasizes the leading role of family interaction in the formation and consistency of the structure of the junior school age self-concept. The article brings forward the results of the empirical study of the speci[city of parent-child relations in families with di\erent attitudes towards computer games. Respondents at the age from 6 to 10 years – the 1–4 form pupils of comprehensive schools – were the object of the empirical study. Methodical tools of the study included projective and self-assessment techniques: Dembo-Rubinstein (DR) technique for self-esteem assessment (“Ladder”), method of “Who Am I?” by M. Kuhn and T. McPartland, S. A. Kulakov’s modi[ed technique for de[ning the degree of keenness on playing computer games, questionnaire of parental relationship by A. Y. Varga and V. V. Stolin, “Kinesthetic picture of the family”, and “Nonexistent animal”. “Identi[cation disorder” and “Parent-child relations” factors are empirically identi[ed. Thus, the author concludes that disorders in parent-child relations such as super[cial emotional contact, authoritarian parenting and hypercontrol provoke junior schoolchildren’s identi[cation disorders and immersion in the reality of computer games. This posit on considers the vector of parent-child as a determinant of the formation of the junior schoolchild’s gaming activity in the virtual world. The author offers a methodological complex of recommendations for psychological support of junior schoolchildren (active users of computer games). It includes three main components: educational, psychological and social. The author describes objectives of e\ective psychological support and shows the leading role of the interaction of the psychologist and the family in psychological prevention of computer addiction.
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