THE ROLE OF COMMUNICATIVE CULTURE IN CHILD-PARENT INTERACTION AND EMOTIONAL SEPARATION OF YOUNGER SCHOOLCHILDREN

Abstract

The article is devoted to the theoretical and empirical analysis of the role of parents' communicative culture in child-parent interaction and the process of emotional separation of younger schoolchildren in wartime conditions. It is shown that full-scale war is a powerful traumatic factor that affects not only the current emotional state of children, but also the fundamental mechanisms of autonomy, self-regulation and subjectivity formation. It is emphasised that in primary school age, children go through an important stage of expanding their social environment, when the need for parental support is combined with a gradual increase in independence, which makes emotional separation a particularly sensitive process.
A theoretical review of current research shows that emotional separation is a multidimensional and lengthy process that depends on the level of parents' communicative culture, styles of interaction with the child, the quality of emotional contact, and the overall psychological atmosphere of the family. Particular attention is paid to the emotional regulation of parents as a central component of communicative culture, which determines the safety, sensitivity, and constructiveness of interaction with the child in stressful situations. It is argued that insufficient emotional regulation by adults can lead to increased anxiety, regressive reactions or, conversely, premature pseudo-autonomy in children.
The results of an empirical study involving primary school children and their mothers are presented, confirming that a developed communicative culture of parents contributes to the formation of psychological security in children, the maintenance of stable emotional bonds, the development of emotional autonomy, and the prevention of separation disorders in stressful wartime conditions.