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The paper discusses parental beliefs about the purposes, methods, and modes of interacting with the child about the transition to school and learning in first grade. Using interviews with the mothers of first-graders we show the contradictions and difficulties of forming their own pedagogical theories. In particular, we show that parents form their beliefs using various, often contradictory sources (scientific publications, the traditional view of the child, the perception of the modern world as a high-risk, etc.) and cope with these contradictions in different ways. This work was supported by  RFH( №16-33-01135).

Pedagogical Parental Beliefs of the First-graders’ Mothers