Hypothesis: the style of parental

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hological and pedagogical science and practice in preparing children for admission to preschool educational institutions. The problem of adaptation to preschool educational institutions was studied by: R. M. Aisina [1], E. V. Baryshnikova [2], V. N. Belkina [3], O. V. Bogatkina [4], T. V. Kostyak [5], G. B. Monina [6], Yu. V. Porshneva [7], T. Yu. Sidorkina [8], N. V. Sokolovskaya [9], G. A. Uruntaeva [10], O. V. Khuklaeva [11]. Despite the large number of scientific and practical works devoted to solving this problem, substantiated studies on This problem is relevant for psychological and pedagogical support of adaptation to preschool educational institutions of preschoolers raised in families with a destructive style of parent-child relationships.

The aim of the study: to theoretically study and experimentally test the relationship between the styles of parent-child relationships and the adaptation of preschoolers to preschool educational institutions.

Object of the study: adaptation of preschool children to preschool mexico whatsapp phone number educational institutions.

Subject of the study: the relationship between the styles of parent-child relationships and preschoolers' attitudes towards preschool educational institutions.

relations influences the degree of adaptation of preschoolers to preschool educational institutions: preschoolers raised in families with a destructive style of parent-child relations (liberal, indifferent) have a “difficult”, “complicated” level of adaptation to preschool educational institutions.

Methodology. The study of psychological and pedagogical support for adaptation to preschool educational institutions of preschoolers brought up in families with a destructive style of parent-child relations was conducted in three stages: the first stage was a search and preparatory stage; the second stage was an experimental stage; the third stage was a control and generalizing stage.

Research methods and techniques:

1. Theoretical: methods (literature analysis, synthesis, generalization, goal setting, modeling).

2. Empirical: ascertaining, formative experiment, testing using the following methods:

1) “Family Education Strategies” (author S. S. Stepanov, modified by I. I. Makhonina).