РОДИТЕЛСКИТЕ СТИЛОВЕ НА ВЪЗПИТАНИЕ И ТЯХНОТО ЗНАЧЕНИЕ ЗА УСВОЯВАНЕТО НА ЕЗИЦИ В РАННА УЧИЛИЩНА ВЪЗРАСТ
PARENTING STYLES AND THEIR SIGNIFICANCE FOR LANGUAGE ACQUISITION IN EARLY SCHOOL AGE

Summary/Abstract: The study examines the impact of parenting styles on the social and linguistic adaptation of children in early school age. Theoretical frameworks and empirical data indicate that supportive and dialogic models of family interaction create conditions for self-confidence, positive motivation, and readiness to participate in language-related activities, whereas authoritarian and controlling practices lead to fear of making mistakes, low self-esteem, and hindered communication. The research was conducted among parents of 30 children aged 10 through a survey method. The questionnaire includes 10 items adapted from established classifications of parenting styles and demonstrates satisfactory reliability (α = 0.74). The results show that approximately 65% of parents display supportive behavior, while 45% use authoritarian strategies, with a significant proportion combining different approaches. The analysis confirms that supportive practices are associated with positive socio-linguistic adaptation, whereas authoritarian ones produce the opposite effect to the expected “necessary discipline.” The study highlights the role of cultural specificities and outlines a practical need for partnership between school and family through parent training and joint initiatives. Despite limitations related to the small sample size and the self-reported nature of the data, the findings contribute to a better understanding of the relationship between family dynamics and early foreign language learning

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