Для цитирования: Семенова Л.Э., Серебрякова Т.А., Князева Е.В. Экспериментальная программа оптимизации процесса развития мотивации родительства // Национальный психологический журнал. Актуальность (контекст) тематики статьи. Интерес к детству как периоду жизни человека и к детям как полноправным членам общества обусловлен негативными трансформациями социокультурной ситуации развития нашего общества, которые мы наблюдаем с 70-80-х годов XX столетия и по сегодняшний день. Цель. публикации -описание экспериментальной программы изучения и оптимизации мотивации родительства как личностного образования. В качестве основной гипотезы нашего исследования мы формулируем предположение об объективной зависимости мотивации родительства от системы ценностных ориентаций и установок субъекта, в том числе осознанной потребности в воспитании детей. Описание хода исследования. Первым этапом исследования стал анализ работ зарубежных и отечественных ученых в области психологии родительства, позволивший сформулировать гипотезу исследования и спроектировать программу его экспериментальной части. Второй этап -реализация программы экспериментального исследования. Респондентами в данном исследовании выступили юноши и девушки в возрасте от 16 до 22 лет. Результаты исследования. Количественный и качественный анализ полученных экспериментальных данных, осуществленный на третьем этапе исследования, показал, что ценность семьи в качестве важнейшей назвали 73% респондентов. Центральным же мотивом рождения ребенка для большинства респондентов (84%) является получение от малыша любви. Выводы. Проведенное исследование показало, что у девушек и юношей, принявших в нем участие, мотивация родительства сформирована. Подтвердились и гипотезы об отличительных особенностях мотивации родительства на этапах ранней и поздней юности, а также гипотеза о гендерной специфике мотивации родительства. Вместе с тем, осуществленный нами качественный анализ полученных экспериментальных данных свидетельствует о максимальной выраженности эмоционального компонента мотивации родительства. Когнитивный же компонент, объективно обусловливающий устойчивость мотивации, выражен слабо. Для развития мотивации родительства как личностного образования нами была разработана развивающая программа, направленная на гармонизацию процесса развития как эмоционального, так и когнитивного компонента мотивации родительства. Ключевые слова: детство, психология родительства, родительство как социокультурный феномен, мотивация родительства.Background. The interest in childhood as a period of human life and in children as members of society is determined by negative transformations of the sociocultural development observed in the period starting with 70-80s of the 20th century to the present day. The Objective of the paper is to describe the pilot research for optimizing parenting motivation as part of personal education. The basic hypothesis of the research is the assumption about the objective dependence of parenting motivation on the system of value orientations and attitudes of the subject,...

The article reflects the results of experimental testing of the monitoring program focused on studying the specifics of the manifestation of paternity in modern parents. Having carried out a detailed analysis of works related to parenting issues (studies by V.V. Abramenkova, A.I. Antonov, V.V. Boyko, V.I. Brutman, A.I. Zakharova, S.Yu. Meshcheryakova, R.V. Ovcharova, V.A. Petrovsky, N.Yu. Sinyagina, G.G. Filippova, A.G. Kharcheva; D. Bassin, E. Galinsky, M. Honey, M. Kaplan, etc.) by parenting we mean complex complex psychological education, which includes a set of value orientations of the parent, his attitudes, expectations, feelings and attitudes towards children, parental responsibility, as well as the style of family education. Since we consider positive emotions and feelings of parents towards their children as the basis of responsible and positive parenting, we tend to say that responsible parenting presupposes, first of all, the awareness of oneself as a parent not only as a woman (mother), but also a man - a father (this conclusion is based on the analysis of the research of T.B. Belyaeva, Y.V. Evsenkova, E.V. Krichevskaya, I.S. Kon, I.V. Rybalko, etc.). Summarizing the research results (works by E.A. Abrosimova, T.V. Arkhireeva, Yu.V. Borisenko, E.P. Ilyin, B.I. Kochubei, R.V. Ovcharova, T.A. Ponomareva, A.G. Portnova, N.V. Fedorova, G.G. Filippova, etc.) we can say that in families where fathers are responsible for the role of "parent" and fully perform their social functions (take care of children, are actively involved in their life, are systematically engaged in their upbringing), - children are distinguished by more harmonious development, they adapt more easily in society, they have fewer difficulties associated with their gender identification. At the same time, according to a number of scientists (works of S. Gampert, R. Horst, W.E. Fthenakis; Yu.V. Borisenko, Yu.V. Evseenkova, Yu.A. Latysheva, L.V. Russkikh, A.S. Spivakovskaya etc.), the educational position of the father in its formation lags behind the mother's position. The monitoring program developed by us, which included the author's questionnaire “I and my child”, M. Rokeach's methodology “Value orientations”, D. Olson's test methods “Real family”, “Ideal family”, as well as the parenting style questionnaire ACB E.G. Eidemiller and V.V. Yustitskisa is aimed at a detailed study of responsible parenthood and, as a consequence, the implementation by them of their most important social role of "parent".

This article reflects the results of a theoretical understanding of the problem of spiritual-moral formation of personality. Relying on the method of theoretical analysis, we note the fact very long and sustained interest of representatives of various branches of anthropology to this issue. Fundamental research in this area was carried out by philosophers, culturologists, sociologists, the results of whose researches, from our point of view, can be regarded as a theoretical, methodological bases for the development of the problem of education of spirituality and morality of the individual from the standpoint of pedagogy. No of less important for the development of technological approaches to optimization of the process of spiritually-moral education of personality you are the works of psychologists. It was the psychologists, analyzing the essential characteristics of spirituality and morals in the first place, bind them with the attitude of the subject, both to the world and to ourselves; associate spirituality and morality as the cognitive and affective processes. The allocation of the spectrum of characteristics that reflect the essence of spirituality and morality of the individual, will allow, from our point of view, to optimize the process of developing technological approaches to solving this problem.

The article reflects a fragment of an experimental program for the formation of responsible fatherhood among modern parents. Based on the analysis of studies by J. Bowlby, A. Freud, E. Fromm, K Horney, E. Erickson; B.G. Anneva, L.S. Vygotsky, V.V. Dubanova, I.V. Dubrovina, E.P. Ilyina, M.I. Lisina, A.A. Reana, A.S. Spivakovskaya and many other scientists, and understanding parenthood as a complex complex education, which includes a set of value orientations of a parent, his attitudes, expectations, feelings and attitudes towards children, parental responsibility, as well as the style of raising children and interacting with them, namely the communi-cation of parents (in our case, fathers) with their children, we consider as the most important condition for the manifestation of responsible parenthood. Our study showed that for the majority of fathers, our pupils are characterized by minimal involvement in the process of raising their children and ineffective interaction with them. The conclusion made prompted us to single out as one of the basic topics of our developmental program the topic “Communication in a Child’s Life”, focused not only on the formation of a system of knowledge among dads in the field of the role of communication in the full development of preschool children, but also a system of skills and abilities to effectively interaction with their children, which, we believe, will not only optimize the relationship in the “father-child” system, but will also “make” their parenthood more conscious and responsible.

The article presents the results of empirical research focused on the study of the level of communicative and personal development of preschool children. The subject of organized research activity is a communicative sphere of the person at baseline levels of ontogeny, the means and ways of its effective development. The result of the pilot study was the selection of basic parameters of the communicative development of preschool children, a diagnostic cutoff, which showed the need to develop the system of measures for optimizing the development of communicative sphere of children. The program of activities is given.