Abstract
Introduction. The changed living and learning conditions caused by quarantine and social restrictions in connection with the COVID-19 pandemic have radically transformed the interaction and communication between people. Genuine scientific interest is aroused by the problem of learning motivation and parental attitude toward the child in the context of a pandemic and the transition of the entire education system to a distance or blended learning format. The article presents a theoretical analysis of the motivation to learn of an elementary school child and the peculiarities of the parental attitude toward a child of elementary school age. Methods. The empirical research was carried out using several techniques: the method of “Learning motives questionary” by M.R. Ginzburg; the questionnaire "Parent-child interaction" by I.M. Markovskaya. The study was carried out in two stages during the 2019-2020 learning year based on the MAEI “School No. 96 Eureka - Development named after Nagibin M.V.” Rostov-on-Don. The study involved 107 schoolchildren aged 8-9 years and 107 parents of elementary school children (aged 30 to 39 years). Results. The results revealed the presence of some changes in the severity of the learning motives of younger schoolchildren: the degree of significance of cognitive motivation of younger schoolchildren from families inclined to cooperate during blended learning became significantly lower than during contact learning; in younger schoolchildren from families inclined to control, the importance of external and game motives increased, while the severity of learning and grading motives has significantly decreased.
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