| Summary: | The article deals with the practice of family reading as a practice of parent interaction in families with children of primary school age. The problem was solved at the intersection of parent relation, attachment theory and approaches to the study of family reading practices. This publication describes the importance of reading fiction to children, including family (parent) reading, despite the fact that modern parents do not always realize this importance or do not have time for such interaction with their child, especially if the child has already learned to read himself. The article points out the difference between family reading and other types of reading. It presents the results of an empirical study aimed at identifying the relationship between joint family reading of fiction and the nature of parent relations in families with younger schoolchildren. Correlation analysis allowed to reveal certain correlations between the features of reading by parents to children of primary school age (frequency of reading, reading discussion, the various lists of «required» and «unwanted» books, who is the initiator of reading and choosing a book, adult or child) and such parties parent-child relationship emotional support, acceptance, cooperation, concentration on the child. The study shows that in families where shared family reading is more intense, there will be greater parental acceptance of the child, more positive parental attitudes, and more positive emotional relationships between parent and child. The results of an empirical study presented in the article can be used as a basis for recommendations for psychological counseling of parents of primary school children.
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