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THE STATUS OF GENDER-ROLE IDENTITY IN SENIOR PRESCHOOL CHILDREN FROM SINGLEAND TWO-PARENT FAMILIES

The article features the results of theoretical generalization and empirical research of the statuses of gender-role identity in senior  preschool children from singleand two-parent families. The article  demonstrates the relevance of the stated problem and assesses the  level of its investigation by modern science. The gender-role identity is analyzed as a consciousness component, which reflects  understanding of oneself as a representative of the defined sex. It  also includes stereotypes about masculinity and femininity and the  attitude towards them. The peculiarities of preschool age are described from the position gender-role identity formation. The  empirical research is directed not only at the description of gender- role identity of senior preschool children, but also at the description  and the analysis of features of the status of gender-role identity in  preschool children from full and incomplete families. It has been  proven that the status of gender-role identity of the senior preschool children is only partly defined by the structure of family. Stereotypic  ideas of differences between boys and girls most often are found in  children from disfunctional families, whereas children from full  families more often display an attractive image of the opposite sex.  Children from twoparent families incorrectly identify themselves with age.