Introduction. The development of regulatory self-control skills is one of the factors of effective personal development of a child. The article examines the relationship between the formation of the cognitive component of self-regulation in older preschool children and various components of the parental position, such as parenting style, focus on the child as a priority value in the family, as well as the psycho-emotional state, self-esteem and the level of subjective control of parents.

Materials and methods. The main research methods are the analysis of scientific literature on the problem of the context-dependent nature of cognitive self-regulation in preschool children and the role of parents in this process, as well as empirical research methods to assess the quality of cognitive self-control of children and models of parental behavior. To study in children the degree of completeness of task acceptance and the quality of self-control in assessing the results of cognitive activity, the methodology of U.V. Ulenkova was used. G.V. Rezapkina's questionnaire “Psychological Portrait” was aimed at identifying priority values, self-esteem, parenting style.

Results. The empirical data of the study of the context-dependent nature of cognitive self-regulation in older preschool children and the role of parents in this process are analyzed. A significantly lower level of self-regulation in intellectual activity (P ≤ 0.01) was revealed in preschool children whose parents do not consider relationships with children to be their priority values, and also demonstrate increased impulsivity, emotional imbalance, externality, and low ability to self-control.

Discussion. It is emphasized that effective cognitive regulatory skills are an important aspect of the formation of executive functions of older preschool children. The results showed that affective and behavioral strategies of parents are a predictor of a higher level of cognitive self-regulation in older preschool children.

Conclusion. The conclusion is formulated that cognitive dysregulation of older preschool children affects the low level of formation of the ability to retain information, suppress automatic reactions and flexibly switch the focus of attention. The specific mechanisms by which parental behavioral models and processes of cognitive aspects of self-regulation of older preschool children are interrelated are shown.

The cognitive aspect of self-regulation has been studied from the point of view of executive functions of older preschool children;

The interrelation of a high level of self-regulation in children with a well-being psycho-emotional state of parents, their positive self-esteem, democratic parenting style and a high level of subjective control has been revealed.

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