Introduction
Chapter I. Theoretical background for studying the role of the father in raising a child
1.1. Study of the influence of parents on the formation of a child’s personality
1.2. Differences between the roles of father and mother in raising a child
1.3. The father's influence on the formation of the child's personality
Chapter II. Empirical study of the relationship between child-father relationships and personality traits of adolescent students
2.1.Organization and research methods
2.2. Analysis and interpretation of research results
Conclusion
Bibliography
INTRODUCTION
Social changes in modern society, associated with the breakdown of the traditional system of sexual stratification, lead to changes in gender roles, including parental ones. Family problems, issues of family education, the influence of the family on the development of a child’s personality are becoming increasingly relevant. Currently, there is a large number of studies on the role of the mother, the influence of motherhood on the development of the personality of a woman and child. The role of the father in the development of the child, his upbringing and socialization has been little studied, although this issue is relevant and practically significant in training in the field of family psychology, as well as in drawing up programs for psychological support of the family.
Z. Freud also spoke about the role of the father in the development of the child, but later studies of the influence of the family on the child focused mainly on the study of the relationship between mother and child (M. Klein, J. Bowlby, etc.). However, it is the study of the “father-child” dyad that will make it possible to clarify many little-studied, but theoretically identified by S. Freud, K.G. Jung, S. Barth, S. Matejczyk aspects of the influence of fatherhood on the development of the child’s personality. Due to significant changes in the system of gender roles that have occurred over the past 50 years, the paternal role is undergoing major changes, which, according to S. Barth, indicates the formation of a new gender system, a revaluation or clarification of paternal functions by society, and further differentiation of gender roles.
For our country, this problem is especially relevant due to historical reasons, including the particular influence of the totalitarian state on the male role in general and the paternal role in particular.
That's why target This work is to study the role of the father in raising a child.
This goal was specified in the following tasks:
1. Analysis of the theoretical prerequisites for studying the influence of fatherhood on the development of a child’s personality
2. Study of the characteristics of paternal upbringing of adolescents who took part in the study
3. Identification of personality traits of adolescents who took part in the study
4. Comparison of the characteristics of parenting of teenage girls and teenage boys by fathers
5. Identification of the relationship between the characteristics of paternal upbringing and the personality characteristics of adolescents
Hypothesis: communication with the father influences the formation of a teenager’s self-attitude and self-awareness
An object Research: Adolescent students and their families. A total of 50 adolescents (20 girls and 30 boys) aged 15-16 years took part in the study.
Item research: relationships between fathers and adolescent students.
The following were used in the work methods(study and analysis of psychological and pedagogical literature on the research problem); empirical methods (questionnaires: “Teenagers about their parents”, Panteleev-Stolin OSO; Projective methods: Drawing of a family; test: technique for measuring self-esteem and level of aspirations Dembo-Rubinstein; questionnaire); statistical criteria and methods (calculation of primary statistics, determination of percentages, Mann-Whitney U test, Spearman correlation coefficient).
Research base: Municipal educational institution secondary school No. 56 of the Sovetsky district of Chelyabinsk.
The results of the study are of interest to specialists working with adolescents and their families. They can serve as a basis for compiling theoretical and practical training courses. Based on the data obtained, it is possible to develop a training program for effective fatherhood.
CHAPTER I. THEORETICAL BACKGROUND FOR STUDYING THE ROLE OF THE FATHER IN THE UPBRINGING OF A CHILD
Study of the influence of parents on the formation of a child’s personality
One of the most important and original ideas for psychology of L.S. Vygotsky is that the source of mental development is not inside the child, but in his relationship with an adult. According to the position of L.S. Vygotsky, the social world and the surrounding adults do not confront the child and do not rebuild his nature, but are an organically necessary condition for his human development. A child cannot live and develop outside of society; he is initially included in social relations, and the younger the child, the more social a being he is.
There are two approaches to the study of parenting, depending on who is considered the starting point of study - the child or the parent. The first approach, the most common, analyzes parenting in relation to the development of the child, the second examines the fulfillment of the parental role through the prism of the parent’s personality, it examines the self-realization of the individual in parenthood and other personal characteristics that change in one way or another with the birth of the child.
Analysis of various studies allows us to identify two views on the formation of personality through the prism of child-parent interaction:
Firstly, certain personal characteristics can be considered as the result of assimilation of behavioral patterns demonstrated by parents. A special role in describing this aspect belongs to the phenomenon of identification.
Secondly, as a result of influence from parents, determined by the nature of their parenting style. Those. Peculiarities of upbringing create conditions that facilitate or hinder the formation of adequate positive self-esteem.
When determining the role of parents in shaping the child's personality, special attention is paid to parenting styles. However, the authors do not share the influence of father and mother. Therefore, this area of research can be considered both when explaining the role of the father and when explaining the role of the mother in raising a child.
The tradition of studying styles of parental behavior (upbringing) has been established for a long time. Currently, various authors dealing with the problems of upbringing in the family identify some general types and styles of upbringing and interaction between parents and children, characteristic of a number of families. And depending on the basis, various classifications of types of parent-child interaction are given.
For example, Spivakovskaya A.S. presents a three-member model of educational factors. She identifies three spectrums of relationships that make up the love of parents for their child: sympathy-antipathy, respect-disdain, closeness-distance. The combination of these aspects of the relationship allows us to describe eight types of parental love: effective love (liking, respect, intimacy); detached love (sympathy, respect, but great distance with the child); effective pity (sympathy, intimacy, but lack of respect); love of the type of condescending detachment (liking, disrespect, large interpersonal distance); rejection (antipathy, disrespect, large interpersonal distance); contempt (antipathy, disrespect, small interpersonal distance); persecution (antipathy, respect, intimacy); refusal (antipathy, respect and large interpersonal distance).
Authors often propose classifications of inadequate, defective child upbringing in the family. So, for example, Dobrovich A.B. a classification is presented that identifies the following types of inadequate upbringing: “Idol of the family”; “Mom’s (dad’s, etc.) treasure”; "Good girl"; "Sick Child" "Terrible Child"; "Cinderella". But V.N. Garbuzov highlighted the mistakes of parents in raising children: rejection; "oversocialization"; "anxiety"
Despite such a variety of classifications of parenting styles in families, the most studied so far is the classical one - within which authoritarian, liberal, authoritative and indifferent styles are distinguished. When describing these styles, Craig speaks of a different balance between the degree of control and warmth. Many domestic and foreign studies are devoted to the study of these styles. The latter, in particular, allow us to draw conclusions about the influence of parental education style on the formation of a preschooler’s self-esteem.
Thus, an authoritarian style of education, which implies the subordination of the behavior of both parents and children to strict rules and norms, categorical judgment and lack of readiness to accept (in demands and punishment) the child, leads to the child becoming confident that he is not accepted, don't approve. And this, ultimately, leads to the conviction of one’s own worthlessness and uselessness. Children of authoritarian parents are characterized by painful shyness and social passivity, because they are afraid of failure, criticism, punishment. These children lack spontaneity, cheerfulness, strong self-confidence and empathy, and are characterized by low self-esteem.
The other extreme in raising children is the behavior of liberal parents who do not limit or direct the child’s activities, leaving him to his own devices. This can lead to increased anxiety, doubt of one's own worth, and a low level of success. In addition, a child may unconsciously seek the control he lacks and, largely due to this, quite easily fall under the influence of dubious authorities.
An indifferent style of parental behavior is characterized by a lack of interest in performing parental functions and in children themselves. At the same time, parents develop a rejecting position towards the child, which ultimately leads to the formation of low self-esteem.
In addition to those described above, the authoritative style of behavior of parents also stands out. He has the optimal combination of degrees of control and warmth. Children of such parents are excellently adapted: self-confident, developed self-control and effective social skills. These children are also distinguished by high self-esteem, in turn, high self-esteem ensures good mastery of social contact techniques and allows the individual to show his worth.
So, we can state that the first three styles of parental behavior (authoritarian, liberal, indifferent) are an unfavorable combination of the degree of control and the degree of warmth for the child. While the authoritative style of behavior of parents corresponds to the adequate situation of raising a child and contributes to the formation of adaptive behavior in the future, based on positive self-esteem.
In addition to the indirect influence of parental behavior styles (through the creation of conditions for the formation of certain personal characteristics), there is also a more direct influence of parents on the formation of the child’s personality. The main mechanism in this case is imitation, which arises from the process of identification of the child with his parents.
Indicative in the second respect is the development of a child in an anxious family. The feeling of fear and uncertainty of the parents is transmitted to the child in such a family. He becomes dependent and dependent.
Coopersmith's works are devoted to studying the influence of parents' confidence on the formation of children's personal characteristics.
The behavior of parents and their attitude are important for the development of the child, because Developmental distortions occur not only in individuals who were separated from their mother or father in early childhood, but also in those who were influenced by incorrect parental attitudes.
The sphere of communication between a child and his parents directly determines the child’s attitude towards himself. In the work of E.T. Sokolova indicated the main reason for the formation of low self-esteem in a preschooler - the underdevelopment of the attachment relationship between mother and child, which is subsequently transformed into a stable rejection of the individual’s own “I”. Children with low self-esteem experience a feeling of inferiority; as a rule, they do not realize their potential. A typical manifestation of low self-esteem is increased anxiety: mental overstrain, which is expressed in a state of intense anticipation of troubles, uncontrolled irritability, and emotional instability.
Thus, in the psychological and pedagogical literature one can find numerous evidence of the influence of child-parent relationships on the upbringing of a child. However, these studies either do not separate the roles of father and mother, or only highlight the influence of the mother on the development of the child. Such an inharmonious study of parent-child relationships is unsatisfactory and requires highlighting the specific role played by the father in raising a child. This problem can be solved by comparing the roles of father and mother in raising a child.
MINISTRY OF EDUCATION AND SCIENCE OF THE RF
FSBEI HPE "Altai State Pedagogical Academy"
Institute of Psychology and Pedagogy
Department of Preschool and Additional Education
Course work
The influence of the family on the formation of the child’s personality
Completed by a student of group 712
Gorkova Anastasia Konstantinovna
Barnaul-2013
Introduction
Chapter I. The influence of the family on the formation of the personality of a preschool child
1 Formation and development of the child’s personality
2 The essence and main functions of the family
3 The influence of the family on the formation of the personality of a preschool child
Chapter II. Empirical study of the influence of family on the formation of the personality of a preschool child
1 Organization and characteristics of research methods
2.2 Analysis of research results
Conclusion
Literature
Applications
Introduction
Relevance of the topic.
The family is a special social environment in which rules and norms of behavior operate; there may be its own hierarchy; it is in the family that the child finds his first role models and sees the first reaction of people to his actions. Having neither social nor personal experience, a child cannot evaluate either his own behavior or the manifestations of the personal qualities of other people.
The influence of the family on the formation of a child’s personality is recognized by many teachers, psychologists, psychotherapists, and psychoneurologists. Deviations in family relationships negatively affect the formation of the child’s personality, his character, self-esteem and other mental qualities of the individual; These children may experience various problems: increased anxiety, deterioration in school performance, communication difficulties and many others.
Problems of family and family education have worried people since ancient times. In Russia, such outstanding scientists as N.I. studied this problem. Novikov, A.N. Radishchev, V.F. Odoevsky, A.I. Herzen, N.I. Pirogov, N.A. Dobrolyubov, K.D. Ushinsky, T.F. Lesgaft, L.N. Tolstoy, A.S. Makarenko, V.A. Sukhomlinsky.
The purpose of the work is to study the influence of the family on the formation of the personality of a preschool child.
The object of the work is the development of the personality of a preschool child, the subject is the process of formation of the personality of a preschool child in the family.
The hypothesis is that the formation of certain personality traits of a child is influenced by various factors, both positive and negative. Family relationships play a huge role. The positive impact on the child’s personality is that no one, except the people closest to him in the family - mother, father, grandmother, grandfather, brother, sister, treats the child better, loves him and cares so much about him.
To achieve this goal, the following tasks are set.
Describe the essence and main functions of the family;
-consider the influence of the family on the formation of the personality of a preschool child;
-conduct an empirical study of the influence of the family on the formation of the personality of a preschool child;
-draw conclusions based on the results of the study.
The theoretical basis of the work is the works of such authors as: Yu.P. Azarov, D.N. Dobrovich, A.I. Zakharov, A.S. Spivakovskaya, A.Ya. Varga, E.G. Eidemiller, J. Gippenreiter, M. Buyanov, 3. Matejcek, S.V. Kovalev, N.V. Bondarenko and others.
The following methods were used in the work:
-theoretical study of psychological, pedagogical, sociological literature on the topic of course work;
Survey method;
-“Family Drawing” test;
-parental attitude test questionnaire (A.Ya. Varga, V.V. Stolin).
The study sample consisted of 10 children of the older group, as well as 10 of their parents. The experiment was carried out on the basis of kindergarten No. 115 “Solnyshko” in Barnaul.
Chapter I. The influence of the family on the formation of the personality of a preschool child
1.1 Formation and development of the child’s personality
“A person who truly respects the human personality must respect it in his child, starting from the moment when the child felt his “I” and separated himself from the world around him” - D.I. Pisarev.
The situation of the development of a human individual reveals its characteristics already at the very first stages. The main one is the indirect nature of the child’s connections with the outside world. Initially, direct biological connections “child-mother” are very soon mediated by objects. In a word, the child’s activity increasingly appears as realizing his connections with a person through things, and connections with things through a person. In the initial situation, the child’s development contains the grain of those relationships, the further development of which constitutes a chain of events leading to the formation of him as a personality.
Personality first appears in society. A person enters history (a child enters life) only as an individual endowed with certain natural properties and abilities, and he remains an individual only as a subject of social relations. “Personality is not an integrity determined genotypically: one is not born as a person, one becomes a person” (Leontyev A.N.).
The process of personality formation from the side of the changes in question can be presented as the development of will, and this is not accidental. A weak-willed, impulsive action is an impersonal action, although one can only speak of loss of will in relation to the individual. Will, however, is not the beginning, nor even the “core” of personality. This is just one of her expressions. The real basis of personality is that special structure of the subject’s total activities that arises at a certain stage in the development of his human connections. .
Personality is a special human formation, which can no more be deduced from his adaptive activity, just as his consciousness or his human needs cannot be deduced from it. Like a person’s consciousness, like his needs, personality is also “produced” - created by social relations into which the individual enters in his activities. Personality, like the individual, is a product of integration, processes that carry out the life relations of the subject.
A.V. Petrovsky defines personality as a systemic (social) quality acquired by an individual in objective activity and communication and characterizing the degree of representation of social relations in the individual.
The formation of personality presupposes the development of the subject's actions. Actions, becoming more and more enriched, seem to outgrow the circle of activities that they implement and come into conflict with the motives that gave rise to them.
Preschool childhood is the period of initial formation of personality - the period of development of personal mechanisms of behavior.
The child remains, as it were, at the mercy of external impressions. His experiences and his behavior depend entirely on what he perceives here and now.
In preschool childhood, a child learns about social reality from the perspective of objects created by people. The world of adults “opens up” to the preschooler in terms of their relationships and activities. The social situation of development in preschool age is restructured into the following relationships: child - object - adult.
Preschool age, like no other, is characterized by a strong dependence on an adult, and the passage of this stage of personality development is largely determined by how relationships with adults develop. Adults themselves do not always understand how their personal qualities become the property of children, how uniquely, in accordance with the specifics of childhood, they are interpreted, and what meaning they acquire for the child. (N.I. Lisina)
The child's main need is to enter the world of adults, to be like them and to act with them. Under the influence of the experience of communicating with adults, the child not only develops criteria for assessing himself and others, but also develops a very important ability - to sympathize with other people, to experience other people's sorrows and joys as his own. In communicating with adults and peers, he realizes for the first time that he needs to take into account not only his own, but also other people’s point of view. It is from the established system of relationships between the child and adults that the child’s orientation towards others begins, especially since he also needs the recognition of the people around him. (N.I. Lisina)
In preschool childhood, the child’s personality, self-awareness and worldview actually take shape. These processes are primarily determined by general mental development, the formation of a new system of mental functions, where the child’s thinking and memory begin to occupy an important place. Now he can not only navigate and act in terms of specific momentary stimuli, but also establish connections between general concepts and ideas that were not obtained in his direct experience. Thus, the child’s thinking breaks away from a purely visual basis, that is, it moves from visual-effective thinking to visual-figurative thinking. Such development of the preschooler’s memory and thinking allows him to move on to new types of activities - playful, visual, constructive. According to D.B., he has Elkonin, “it becomes possible to go from a plan to its implementation, from thought to situation, and not from situation to thought.”
Preschool age is characterized by a child’s close emotional attachment to his parents (especially his mother), not in the form of dependence on them, but in the form of a need for love, respect, and recognition. At this age, the child cannot yet navigate well the intricacies of interpersonal communication, is not able to accept the causes of conflicts between parents, and does not have the means to express his own feelings and experiences. Therefore, firstly: very often quarrels between parents are perceived by the child as an alarming event, a situation of danger (due to emotional contact with the mother); secondly, he is inclined to feel guilty for the conflict or misfortune that has occurred, since he cannot understand the true reasons for what is happening and explains everything in that way. that he is bad, does not live up to his parents’ hopes and is unworthy of their love. Thus, frequent conflicts and loud quarrels between parents cause preschool children a constant feeling of anxiety, self-doubt, and emotional stress.
Research shows that one of the effective means of strengthening a family and creating trusting relationships between adults and children, as the basis of education, is the presence of diverse communication skills. It has long been known that in the process of communication, family members implement a whole range of diverse family functions: emotional unity, exchange of information and transfer of life experience from elders to younger ones, mutual moral support and a number of other functions.
Preschool age is a period of intensive assimilation by children of a wide variety of information. According to the concept of L. S. Vygotsky, the development of a child occurs in the form of assimilation of the socio-historical experience of mankind. The very basis of the mental development of children lies in their specific reproductive activity, through which the child assimilates the historically formed functional needs and abilities of people for inclusion in active life.
The first is the orientation of the individual. It is determined by the system of relations to the surrounding world, motives of behavior, needs, interests. All this - motivation for action, needs, and interests - is characteristic of a baby in the third year of life, and it is permissible to say that during this period the direction of his personality begins to form. Much here will depend on the adult, what feelings they will inspire in their child, on what moral and ethical values they will base their communication with him.
The second block is the capabilities of the individual. How does a child manage to master the world in concrete terms - everyday, play, artistic, elementary work activities? A child’s capabilities, as adults sometimes believe, are limited. Yes, purely physically, he still cannot do many things, but everything he masters is serious, truly and forever. In this regard, it is worth noting such wonderful qualities of the child as initiative, activity and the most important quality as age-related competence, i.e., a set of skills, knowledge and abilities that a child must master by a certain age. Such an important quality as creativity is also formed, manifested, for example, in the originality of a drawing, the ability to transfer what has been learned to a new situation, the desire to make a building in a new way, etc. Creativity depends on the level of development of thinking, imagination, arbitrariness and freedom of activity, as well as breadth of orientation and awareness. In preschool childhood, competence and creativity - the most important personality traits - are just being formed; they are at the origins of their development. It all depends on the education system. Parents should be aware of this and maintain a single line of requirements for the child.
The third block is style, psychological characteristics of behavior (temperament, character, individuality of a person). They determine such personality traits as sympathy for one’s neighbor, the desire to help him, the ability to yield to another, and to be patient with him. These traits correspond to a kind, sympathetic, and warm-hearted character. The child learns to love not only close relatives, but also other people.
Thus, personality is not a genotypically determined entity. The process of personality formation can be presented as continuous, consisting of a number of successively changing stages, the qualitative features of which depend on specific conditions and circumstances. Self-esteem is one of the basic components of the concept of “personality”. Self-esteem is a regulator of a person’s behavior, determines his sense of self, relationship with other people, self-exactingness, and attitude towards his successes and failures. Preschool childhood is a period of initial personality development, characterized by the child’s strong dependence on an adult. During this period, children develop moral behavior and moral self-regulation, real self-esteem, as basic personality qualities.
1.2 The essence and main functions of the family
One of the most significant factors in the development of the character of a preschool child in the formation of the basic traits of his personality, primary forms of connections and relationships with the outside world, perceived mainly through relationships with close adults, is his family. The family is a specific social institution in which the interests of society, family members as a whole and each of them individually are intertwined. At the present stage of development of family pedagogy, there are several definitions of this social institution.
A family is considered as a small social group based on marriage and (or) consanguinity, the members of which are united by living together, housekeeping, emotional connections, and mutual responsibilities towards each other.
A family is a social institution characterized by a stable form of relationships between people, within which the bulk of people’s daily lives are carried out: sexual relations, childbirth, the primary socialization of children, a significant part of household care, educational and medical care.
Foreign sociologists consider the family as a social institution, subject to the presence of three main types of family relationships: marriage, parenthood, kinship. In the absence of one of the indicators, the concept of “family group” is used.
In the development of family relations in modern society, a normative model is distinguished, determined by traditional marriage and family relations; quasi-family models with alternative forms of marriage and family relations and special models characterized by non-traditional forms of marriage and family relations (V.V. Boyko, R. Zider, I.S. Kon).
S.I. Golod, characterizing the prospects for the development of Russian families at the present stage, notes that a family is “a nuclear family, with professionally employed spouses, a regulated number of children, whose upbringing is carried out both by the family and by society, but to a greater extent by business contacts with relatives, with the indispensable orientation of all its members towards other social institutions.” According to L.B. Schneider, the family system continues to differentiate and generates a variety of specific forms in the following areas: culture, material well-being, childbearing and technologization.
As the primary unit of society, the family performs functions that are important to society and necessary for the life of every person. Father and mother implement various functions of education, which are determined by a number of reasons created by social norms of behavior, historical and cultural properties. Family functions are understood as the areas of activity of the family team or its individual members, expressing the social role and essence of the family.
The functions of the family are influenced by such factors as the requirements of society, moral standards and family law, and real state assistance to the family. Therefore, throughout the history of mankind, the functions of the family do not remain unchanged: over time, new ones appear, and those that previously emerged die off or are filled with a different content. Currently, there is no generally accepted classification of family functions. A number of authors, relying on the concept of a systems approach (I.S. Kon, L.V. Popova, E.G. Eidmiller, A.A. Kronik, V.V. Stolin, E. Fromm, V. Satir, etc.) , highlight the functional-role structure of the family, the life cycle of the family, and marital relationships. However, researchers are unanimous in defining such family functions as procreation (reproductive), economic, restorative (recreational), educational.
The function of procreation is biological reproduction and preservation of offspring, the continuation of the human race. The instinct of procreation inherent in nature is transformed in a person into the need to have children, take care of them, and educate them.
The economic function provides for the diverse economic needs of the family. Well-established, effective economic activities of the family significantly change the psychological climate in the family and make it possible to fairly satisfy the needs of all its members. A fair distribution of housekeeping responsibilities among family members is a favorable condition for the moral and labor education of children.
The function of organizing leisure is aimed at restoring and maintaining health, satisfying the various spiritual needs of family members. The restorative role of the family is ensured by humane relationships, an atmosphere of trust, and the opportunity to receive from loved ones a complex complex of compassion, participation, and responsiveness, without which there cannot be a full-blooded life. This is especially important for children who are especially in dire need of emotional support from adults. A special role belongs to leisure, skillfully organized and aimed at maintaining the family as an integral system. Family leisure should be meaningful, have a developmental impact on all family members, and bring joy to the whole family.
The educational function is the most important function of the family, which consists in the spiritual reproduction of the population. Not only children, but also adults are raised in a family, since education is a very complex, two-way process. I.V. Grebennikov identifies three aspects of the educational function of the family.
Raising a child, shaping his personality, developing his abilities. The family acts as an intermediary between the child and society and serves to convey social experience to him. Through intrafamily communication, the child learns the norms and forms of behavior accepted in a given society, and moral values. The family turns out to be the most effective educator, especially in the first years of a person’s life.
The systematic educational impact of the family team on each member throughout his life. Each family develops its own individual education system, which is based on certain value orientations. A kind of “family credo” is formed - they don’t do this in our family, they do it differently in our family. Based on this credo, the family team makes demands on its members, exerting a certain influence. Education takes various forms over time, but does not leave a person throughout his life.
The constant influence of children on their parents, encouraging them to self-education. To become good educators for their children, parents need to constantly improve themselves and engage in self-education. And even if they don’t want this, the child inevitably socializes those around him, trying to construct a comfortable and pleasant world for himself, expanding the social world of his parents and their horizons.
There is a close connection, interdependence, and complementarity between the functions, so any violations in one of them affect the performance of others. Socio-economic changes occurring in society also bring changes in the functions of the family.
So, family environment - this is the first cultural niche for a child, which includes the child’s subject-spatial, socio-behavioral, event, and information environment.
Parents, to a greater or lesser extent, create the educational environment (for example, provide hygienic conditions, nutritious food; purchase appropriate toys, books, indoor plants, an aquarium and other educational means; take care of positive examples and patterns of behavior). The methods of influence on the child and their effectiveness for his development depend on how the educational environment is organized.
1.3 The influence of the family on the formation of the personality of a preschool child
The comprehensive influence of parents on children, as well as the content and nature of this influence, are explained by those mechanisms of child socialization that are most effectively activated in family education. Raising the younger generation is one of the main functions of the family.
Family education is the purposeful interaction of older family members with younger ones, based on love and respect for the personal dignity and honor of children, involving their psychological and pedagogical support, protection and formation of the personality of children, taking into account their capabilities and in accordance with the values of the family and society.
According to T.A. Kulikova, each family has greater or lesser educational capabilities, or educational potential. By the educational potential of a family, modern scientists understand characteristics that reflect different conditions and factors of a family’s life, determining its educational prerequisites: its type, structure, material security, place of residence, psychological microclimate, traditions and customs, level of culture and education of parents, etc. At the same time, all factors must be considered together, and not in isolation from each other.
The family can act as both a positive and negative factor in the development of a teenager’s personality. The positive impact on the individual is manifested in the fact that no one except close relatives treats the child better, loves him or cares for him as they do. At the same time, no other social institution can potentially cause so much harm in education. In connection with the special educational role of the family, the question arises of how to maximize the positive and minimize the negative influences of the family on the behavior of the developing personality. To do this, it is necessary to clearly define within the family socio-psychological factors that have educational significance.
The main conditions that ensure the optimal type of family education are: sincere love for the child, consistency in behavior, unity of demands from surrounding adults, adequacy of educational measures and punishments, non-involvement of adults in conflicting relationships. All of the above requirements are aimed at providing the child with a warm and reliable atmosphere, which is the key to his inner peace and mental stability.
Unfavorable personality traits of the mother that contribute to the origin of family conflicts, as defined by A.I. Zakharov are:
-sensitivity - increased emotional sensitivity, a tendency to take everything to heart, to be easily upset and worried;
-affectivity - emotional excitability or instability of mood, mainly in the direction of its decrease;
-anxiety - a tendency to worry;
-insufficient internal consistency of feelings and desires, or personality inconsistency, generally due to a difficultly compatible combination of the three preceding and three subsequent characteristics;
-dominance or the desire to play a significant, leading role in relationships with others;
-egocentricity - fixation on one’s point of view, lack of flexibility of judgment;
-hypersociality - increased adherence to principles, an exaggerated sense of duty, difficulty in compromise.
In domestic and foreign science, attempts are being made to classify types of education that lead to painful and antisocial reactions. Violations of the upbringing process in the family are assessed according to the following parameters:
-level of protection - excessive and insufficient;
-the degree of satisfaction of the child's needs - indulgence and ignorance of the child's needs;
-the quantity and quality of requirements for the child - excessive and insufficient requirements - the child’s responsibilities;
-instability of parenting style - a sharp change in style.
Stable combinations of the selected parameters represent various types of inharmonious (improper) education. E.G. Eidemiller identified the following deviations in parenting styles: pandering hyperprotection, dominant hyperprotection, increased moral responsibility, emotional rejection, cruel treatment, hypoprotection. The most common types of improper upbringing are overprotection and hypoprotection (F.F. Rau, N.F. Slezina).
Hyperprotection, or hyperprotection, is a type of parenting that has been studied many times, most often found among mothers. Characterized by excessive parental care. They pity the child, pamper them, protect them from difficulties, and strive to do everything for them. This makes the child helpless and leads to even greater developmental delays. The main manifestations of hyperprotection:
-excessive care for the child;
-the mother’s inability to let the child go, including excessive physical contact, for example, prolonged breastfeeding;
-so-called infantilization, that is, the desire to see a small child in a relatively large child.
Overprotection manifests itself in two polar forms: soft, indulgent, and hard, dominant. The first form often leads to the formation of demonstrative personality traits, the second - to the development of a psychasthenic personality type, that is, a person who constantly doubts and lacks self-confidence.
As a result of long-term overprotection, the child loses the ability to mobilize his energy in difficult situations; he expects help from adults and, above all, from parents. In the terminology of E. Berne, an “adapted child” is formed, which functions by reducing its ability to feel, show curiosity, and in the worst case, by living a life that is not its own. Such a child, so convenient for parents and other adults, will show a lack of the most important new development of preschool age - initiative.
The second type is hypocustody, or hypoprotection, - an incorrect parental position, manifested in a lack of attention and care for the child. Parents do not pay due attention to the child and leave him to his own devices. This leads to an even greater developmental delay and the appearance of inadequate reactions in the child. Children in such families are most often unexpected and unwanted. Children react to this situation differently.
Some become isolated, alienated from emotionally “cold” parents, and try to find a loved one among other adults. Others plunge into the world of fantasy, inventing friends, family, trying to solve their problems at least in a fairy-tale form. Some children try in every possible way to please their parents, behave flatteringly and obsequiously, and if they fail, they begin to attract attention to themselves in other available ways - hysterics, rudeness, aggression.
There are families where children seem to be loved and attentive to them, but they are raised very strictly, focusing not on their feelings, but only on generally accepted norms. At the same time, they do not take into account the individual characteristics of their child, his pace of development, abilities, form the qualities necessary for “adult” life, and often do not pay attention to his childhood life, his experiences and feelings. In fact, the child is deprived of a full childhood.
Another type of unfavorable family climate is chaotic, uncoordinated, but quite strong positions towards the child of different family members. This could be an overbearing, strict mother, a father who treats his child formally, and a soft, kind, overprotective grandmother, or, conversely, a stern father and a soft but helpless mother. All this can lead to educational confrontation within the family. Disagreements between family members on issues of upbringing will undoubtedly affect the child’s internal state.
When each family member defends his position, is guided only by his own methods and means of education, and sometimes sets the child against other family members, the child is simply lost. He doesn’t know who to listen to, who to follow as an example, or how to act correctly in a given situation, since all the significant adults around him evaluate his words, deeds, and actions differently. The child cannot understand who really wishes him well, who sincerely loves and appreciates him.
Methods of education in the family are the ways through which purposeful pedagogical interaction between parents and children is carried out. In this regard, they have the corresponding specifics:
a) the influence on the child is carried out exclusively individually and is based on specific actions and adaptation to his mental and personal characteristics;
b) the choice of methods depends on the pedagogical culture of the parents: understanding of the purpose of education, parental role, ideas about values, style of relationships in the family, etc.
As a result, family education methods bear a vivid imprint of the parents’ personality and are inseparable from them. It is believed that how many parents there are, how many varieties of methods there are. However, as the analysis shows, most families use general methods of family education, which include:
-a method of persuasion that involves pedagogical interaction between parents in order to form in the child internal agreement with the requirements placed on him. Its means are predominantly explanation, suggestion and advice;
-method of encouragement, which involves the use of a system of pedagogically appropriate means to encourage the child to develop the desired personality traits and qualities or behavioral habits (praise, gifts, perspective);
-the method of joint practical activity implies the joint participation of parents and children in the same educational activities (visits to museums, theaters; family outings; charitable events and deeds, etc.);
-The method of coercion (punishment) involves the use of a system of special means that do not humiliate his personal dignity in relation to a child, with the aim of inducing in him a refusal of undesirable actions, actions, judgments, etc. As a rule, as a means of punishment, depriving the child of a certain list of things that are significant for him is used. his pleasures - watching TV, walking with friends, using a computer, etc.
-personal example .
Of course, other methods of pedagogical interaction with children can be used in family education. This is due to the specifics of family education in each specific case. However, their choice should be based on a number of general conditions:
-parents’ knowledge of their children and taking into account their positive and negative qualities: what they read, what they are interested in, what assignments they carry out, what difficulties they experience, etc.;
-in case of preference for joint activities in the system of educational interaction, priority is given to practical methods of joint activities;
-taking into account the level of pedagogical culture of parents.
So, the formation of certain personality traits of a child is influenced by various factors.
Thus, an upbringing characterized by warm relationships with a strong restriction of freedom of behavior forms in the child such personality traits as dependence and subordination. The combination of strict control with a low degree of acceptance of the child creates shyness and weak acceptance of the role of an adult. Rejection and the freedom provided lead to the formation of antisocial types of behavior. Warm relationships combined with sufficient freedom determine activity, social adequacy, friendliness, and facilitate the adoption of the role of an adult.
A comfortable family atmosphere is the basis for personality formation; to create it you need:
-parents' awareness of their duty and sense of responsibility for raising children, based on mutual respect between father and mother, constant attention to educational, work and social life, help and support in large and small matters, respect for the dignity of each family member, constant mutual expression tact;
-organization of family life and everyday life, which is based on the equality of all members, involving children in solving economic issues of family life, managing the household, and doing feasible work;
-in the reasonable organization of recreation in participation in sports and tourist trips, in joint walks, reading, listening to music, visiting the theater and cinema;
-mutual principled exactingness, a friendly tone in address, sincerity, love and cheerfulness in the family.
The family is the leading factor in the development of a child’s personality, on which the future fate of a person largely depends. The first thing that characterizes the family as a factor in education is its educational environment, in which the life and activities of the child are naturally organized. It is known that from infancy a person develops as a social being, for whom the environment is not only a condition, but also a source of development. The child’s interaction with the environment, and above all with the social environment, the microenvironment, plays a primary role in his mental development and the formation of his personality.
Chapter II. Empirical study of the influence of family on the formation of the personality of a preschool child
2.1 Organization and characteristics of research methods
A theoretical analysis of psychological and pedagogical literature on this issue showed that the family is an important factor in the formation of a child’s personality. This made it possible to prepare and conduct a confirmatory experiment.
A confirmatory experiment is an experiment in which the experimenter does not irreversibly change the properties of the participant, does not form new properties in him and does not develop those that already exist. The teacher-researcher experimentally establishes only the state of the pedagogical problem being studied, states the fact connections, dependencies between phenomena.
Purpose The ascertaining experiment is to determine the influence of the family on the formation of the personality of a preschool child.
Tasks ascertaining experiment are:
-selection of diagnostic material aimed at studying the influence of the family on the formation of the personality of a preschool child;
-conducting a confirmatory study;
-analysis of the results obtained.
The study was immediately preceded by a conversation with teachers and educators. Purpose of the conversation: to obtain basic information about the family, to establish contact with the family. As a result, the following data were obtained: out of 10 children, seven are raised in a complete family (mother, father, children), two are from a large family (there are three children in a family), one is from an incomplete family (raised by the mother).
For the study, diagnostic methods were selected that provided diagnostics of the influence of the family on the formation of the personality of a preschool child.
When working with parents, the method of diagnosing parental attitudes by A.Ya. Varga, V.V. Stolin.
The following methods are used when working with children:
Conversation with children;
-drawing test “My family”.
The study took place at kindergarten No. 115 “Solnyshko” in Barnaul. The study involved 10 children of the older group, as well as 10 of their parents.
Drawing test “My family”
In order for parents to look deeper into the soul of their child and understand how he lives, what he breathes, what he thinks about, what he dreams about while in the family, if it is not possible to consult with the right specialist, you can conduct one of the specially adapted for parents of options - a variant of the drawing technique “My Family”, which reveals intra-family interpersonal relationships.
You need to give the child a sheet of paper and a set of colored pencils (black, blue, brown, red, yellow, green). A set of pencils can contain more than 6 colors.
Invite your child to draw his family. You need to allow the child to draw, being only alone with himself. You need to observe the child, how he draws, what he draws, where he draws.
After finishing drawing, clarify some details with leading questions.
For example: Tell me, who is drawn here?
Where are they located?
What are they doing? Who came up with this?
Are they having fun or are they bored? Why?
Which of the painted people is the happiest? Why?
Which of them is the most unfortunate? Why?
Then you need to analyze the data from the drawing test according to the scheme. And if you learn to interpret these data correctly, then you can not only identify the nuances, but also their shades, the whole gamut of feelings experienced by a child in the family.
Everything that your child carefully hides, everything that he hides somewhere in the depths and is not able to express to you out loud, everything that “seems” and “boils” in him, everything that torments and worries him every day, suddenly, unexpectedly, like a genie from a bottle, it “breaks out” and freezes with a “silent scream” on paper. And, freezing, silently screaming, he begs you for help. And this “cry” should be heard by each parent. After all, it would hardly occur to parents that very often we are the culprits of all the child’s troubles.
When analyzing a drawing, you need to pay attention to a number of details: the sequence of completing the task, the plot of the drawing, how family members are located, how they are grouped, the degree of proximity and degree of distance between them, the location of the child among them, the who the child begins to draw as a family, who he finishes with, who he “forgot” to depict, who he “added,” who is taller and who is shorter, who is dressed how, who is drawn as an outline, who is drawn to detail, the color scheme, etc.
Conversation with children
After the drawing is completed, the second stage of the study begins - conversation. The conversation is light, relaxed, without causing a feeling of resistance and alienation in the child, according to the scheme:
.Who is the saddest and why?
Based on this, we can draw certain conclusions: How the child treats his parents, who he likes best and why, who in the family, in his opinion, is the best and kindest.
2.2 Analysis of research results
To identify the level of ideas about the role of parents in their lives, a survey of children was conducted. The survey was conducted individually with each child, in a calm environment, and a trusting relationship was established with the children. The children willingly agreed to the conversation. A survey of children participating in the experiment showed:
-60% of the children surveyed are satisfied with communication with their parents, while communication in 50% prevails with their mother, and only 20% mainly communicate with their father;
-30% believe that their mood depends on relationships in the family;
-50% would like to be like their mother or father, while 35% would like to adopt only certain traits from their parents, but 15% of children answered negatively.
The analysis of the drawings of the “My Family” test was carried out according to the number of points scored in the presence of certain symptoms, according to the following indicators:
.Favorable family situation;
Anxiety;
.Conflict in the family;
.Feelings of inferiority in a family situation;
.Hostility in a family situation.
Based on these indicators, the presence of the indicated symptoms in the child was revealed (Table 1) and the levels of influence of family relationships on him.
Table 1. Analysis of the results of the “My Family” test
Family No. Name F. Favorable family situation Anxiety Conflict in the family Feeling of inferiority in the family situation Hostility in the family situation 1 Yura S. 0,50,40,10,10,22 Sveta A.0,70,40,30,20,13Galya K.0,32,52, 00,10,44Nastya K.0,80,10005Sasha Z.0,50,20,10,20,26Kolya M.0,70,50,30,207Igor R.0,24,52,30,50,58Olya V. 0,60,30,30,20,29Nadia Ts.0,60,300,2010Yulia M.0,60,500,20Total5,59,75,41,91,6
The table shows that in family No. 1 the child feels anxiety 0.4, which, however, is present along with a favorable family situation. In family No. 2, despite a favorable situation (0.7), the child feels anxious. In family No. 3, the situation with the child is very alarming, since the indicators are high in all unfavorable parameters. In family No. 4 the situation is the most favorable - 0.8 points.
In family No. 5, despite the overall favorable situation, the child feels anxious in all respects. In family No. 6, the child, despite a favorable situation, also feels increased anxiety. In family No. 7, the child feels pronounced anxiety in the family. This family has a very high level of anxiety, as well as pronounced conflict and the highest number of points for the hostility parameter in a family situation - 0.5 points.
In family No. 8, the child feels increased anxiety and hostility. In families No. 9 and No. 10, the family situation is favorable, but anxiety also manifests itself. The total score in relation to the complexes: the highest number of points -9.7 for the anxiety symptom complex; then 5.5 points for the symptom complex: favorable family situation; conflict -5.4 points; feelings of inferiority - 1.9 points and hostility -1.6 points.
In order to present a more general picture, families, based on the data obtained, were divided into groups according to the level of parent-child relationships.
A high level of parent-child relationships includes drawings where the child is comfortable in the family, all family members are present in the drawing, and in the center of the drawing is the child himself surrounded by his parents; depicts himself and his parents as elegant, carefully draws every line, there is a smile on the faces of adults and children, calmness can be seen in poses and movements.
Average level of child-parent relationships: the absence of any family member, the presence of anxiety, the child draws himself sad, away from his parents, the presence of hostility towards adults through shading of details, the absence of some parts of the body (hands, mouth), as well as They add animals and relatives who do not live with them (uncle, aunt) to their drawings.
Low level of parent-child relationships: the presence of one of the parents with an object that threatens the child (a belt), a frightened expression on the child’s face, a feeling of emotional tension through the use of dark colors in the drawing. The presence of hostility towards parents can be traced through the drawing of such details as spread arms, splayed fingers, bared mouth, etc.
Analysis of the drawings showed that out of 10 families, only 1 family can be classified as having a high level of parent-child relationships - this is the family of Nastya K., who places herself in the center, surrounded by her father and mother. He portrays himself and his parents as cheerful and happy, he draws all the lines clearly, there are many colors in the drawing. This indicates well-being in parent-child relationships. 7 families were classified as having an average level of parent-child relationships. For example, in Denis S.’s drawing the whole family is drawn, all family members are smiling, except for himself (he has no mouth at all). Everyone's arms are spread out to the sides. Everything suggests that the child is not very comfortable in this family. We classified 2 families as having a low level of parent-child relationships.
So, in the drawing by Igor R. only he and his dad are depicted, moreover, they are quite distant from each other, which speaks of a feeling of rejection. In addition, dad takes a rather aggressive position: his arms are spread out to the sides, his fingers are long and emphasized. Mom is missing from the picture. Analyzing this drawing, one can understand that the child is not satisfied with his position in the family and the attitude of his parents towards him. But in Galya K.’s drawing she herself is absent. The reason for the absence of a child in the picture may be difficulties in self-expression when communicating with loved ones, or a lack of a sense of community with the family.
Analyzing the drawings, we also note that some children show a decrease in self-esteem - children draw themselves further from the family than its other members.
So, based on the results of the “My Family” method, the following conclusion was drawn:
Thus, we can conclude that in the families studied, the majority of children, along with a favorable situation, show anxiety, a feeling of inferiority in the family situation associated with relationships in the family, conflict, and sometimes hostility.
The results of this test are presented in Figure 1.
Rice. 1 - Level of child-parent relationships (according to the “My Family” test)
Based on the results of this test, we can say that not all families have an atmosphere of positive parent-child relationships. Basically they are variable in nature. Thus, during the study of the drawings, it was revealed that 2 out of ten children are not satisfied with their position in the family. Seven children periodically experience discomfort in their parents' attitude, but are generally satisfied with their interaction with their parents. One child is completely satisfied with his relationship with his parents.
.Acceptance/Rejection scale. Of the ten families studied, 6 showed high results (from 24 to 33). This indicates that this subject has a pronounced positive attitude towards the child. The adult in this case accepts the child for who he is, respects and recognizes his individuality, approves of his interests, and supports his plans. Two parents scored low (0 to 8). This suggests that the adult experiences mostly only negative feelings towards the child: irritation, anger, annoyance, and even sometimes hatred. Such an adult considers the child a loser, does not believe in his future, has a low opinion of his abilities and often bullies the child with his attitude.
.Scale "Cooperation". 90% of the subjects scored high (from 7 to 8). This is a sign that the adult shows sincere interest in what interests the child, highly appreciates the child’s abilities, encourages the child’s independence and initiative, and tries to be on an equal footing with him.
.Symbiosis scale. 60% of the subjects do not establish a psychological distance between themselves and the child, they always try to be closer to him, satisfy his basic reasonable needs, and protect him from troubles. 20% (large, single-parent family), on the contrary, establish a significant psychological distance between themselves and the child and care little about him.
.“Control” scale. All 10 parents showed average scores on this scale. This suggests that control over the child’s actions is established in moderation; there are no strict disciplinary frameworks.
.Scale “Attitude to a child’s failures.” 30% of the subjects believe that the child is a little loser and treat him as an unintelligent creature. The interests, hobbies, thoughts and feelings of children seem frivolous to them, so the parent ignores them.
The most optimal level of parental relations is cooperation - this is a socially desirable way of parental behavior. The parent highly appreciates the abilities of his child, feels a sense of pride in him, encourages initiative and independence, and tries to be on an equal footing with him. The neutral level includes relationships of the “symbiosis” and “little loser” types.
The parent sees his child younger than his real age, strives to satisfy his needs, protect him from the difficulties and troubles of life, and does not provide him with independence. We classified such types of parental relationships as rejection and “authoritarian hypersocialization” as a negative level of parental relationships. The parent perceives his child as bad, unadapted. Requires unconditional obedience and discipline from him. For the most part, he feels anger, irritation, and annoyance towards the child.
The results of a survey of parental attitudes towards children (A.Ya. Varga and V.V. Stolin) are presented in Table 2.
Table 2. Level of parental relationships
Family No. Name F. Type of family education1 Yura S. symbiosis, acceptance-rejection 2 Sveta A. cooperation, acceptance-rejection 3 Galya K. control, acceptance-rejection 4 Nastya K. cooperation 5 Sasha Z. acceptance-rejection, symbiosis 6 Kolya M. symbiosis, cooperation 7 Igor R. acceptance-rejection 8 Olya V. cooperation9Nadia Ts.symbiosis, cooperation10Yulia M.little loser, symbiosis
The predominant types of parental education in the families of the surveyed children are shown in Table 3 and graphically displayed in Figure 2.
Table 3. Predominant types of parenting
Types of educationCooperationSymbiosisControlAcceptance-rejectionLittle losernumber%number%number%number%number%number%330.0330.0110.0220.0110.0
Rice. 2 - Predominant types of parental education (according to the method of A.Ya. Varg and V.V. Stolin)
So, based on the results of this technique, we can conclude that:
The results of this test are presented in Figure 3.
Rice. 3 - Level of parental relationships (according to the method of A.Ya. Varg and V.V. Stolin)
The conducted empirical study allows us to draw the following conclusions.
.Based on the results of the “My Family” method, the following conclusion was made:
Group I - high level of parent-child relationships - 1 child (10%) - family No. 4 - the state of the family by the child is defined as favorable.
Group II - the average level of parent-child relationships - these are 7 children (70%) - families where, along with a favorable microclimate, children also exhibit other complexes, such as anxiety (families No. 1, 2, 5, 6, 8,9 , 10).
Group III - low level of parent-child relationships in 2 children (20%) - these are families in which the anxiety of children is pronounced, and children also experience a feeling of inferiority and hostility (families No. 3 and 7).
So, in the families studied, the majority of children, along with a favorable situation, show anxiety, a feeling of inferiority in the family situation associated with relationships in the family, conflict, and sometimes hostility.
.According to the results of the method of A.Ya. Varga and V.V. Stolin concluded that:
-optimal parental relationships are observed in 3 families (30%);
-5 families (50%) were classified as neutral;
-parental relationships that are negative are manifested in 2 families (20%).
The predominant types of upbringing are “cooperation”, the most favorable type of upbringing in the family, and “symbiosis” - which is neutral. However, it is alarming that a fairly large number of parents defined their parenting style as “acceptance-rejection,” i.e., on the one hand, parents love their child, but, on the other hand, he irritates them with his behavior. This suggests that many families use ineffective relationships with their children, which leads to anxiety in children.
The presented results of the ascertaining experiment confirmed our assumptions, formed in the hypothesis, about the influence of family education on the comprehensive development and personality formation of preschool children.
Conclusion
family preschool personality attitude
The family is the leading factor in the development of a child’s personality, on which the future fate of a person largely depends. The first thing that characterizes the family as a factor in education is its educational environment, in which the life and activities of the child are naturally organized.
It is known that from infancy a person develops as a social being, for whom the environment is not only a condition, but also a source of development. The child’s interaction with the environment, and above all with the social environment, the microenvironment, plays a primary role in his mental development and the formation of his personality.
Summarizing the results of the study, it was revealed that a neutral (average) level of child-parent relationships prevails, characterized by insufficient relationships between parents and children. Parents see their child younger than his real age, strive to satisfy his needs, protect him from the difficulties and troubles of life, and do not provide him with independence.
It is important that there are families with a high level where the child feels comfortable and cozy. Parents respect their child, approve of his interests and plans, try to help him in everything, encourage his initiative and independence. However, there are also families where the child is not satisfied with his family situation and experiences constant increased anxiety. Parents perceive their child as bad, unadapted, unsuccessful, and experience irritability and resentment towards the child.
The influence of the family on the formation of the personality of a preschool child was examined.
Thus, the presented results of the ascertaining experiment confirmed our assumptions formed in the hypothesis about the influence of family education on the comprehensive development and personality formation of preschool children.
Conclusions were drawn about the experiment.
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Applications
Appendix A
Drawing test “My family”
This test is designed to identify the characteristics of intra-family relationships, and consists of two parts: drawing your family and a conversation after drawing. Based on the execution of the image and answers to questions, it is necessary to assess the characteristics of the child’s perception and experiences of relationships in the family.
The purpose of the technique: to clarify the child’s relationship with his family members, how he perceives them and his role in the family, as well as those characteristics of the relationship that cause anxious and conflicting feelings in him.
The child is given a simple pencil of medium softness and a standard blank sheet of A4 paper. The use of any additional tools is excluded.
Instructions. “Please draw your family.” Do not give any instructions or clarifications. To answer questions that arise in the child, such as “Who should be drawn and who should not be drawn?”, “Should I draw everyone?”, “Should I draw grandfather?” etc., the answer is evasive, for example: “Draw the way you want.”
In order for you to look deeper into the soul of your child and understand how he lives, what he breathes, what he thinks about, what he dreams about while in the family, if you do not have the opportunity to consult with the right specialist, conduct with him one of the adapted We have special options for parents - a version of the drawing technique “My Family”, which reveals intra-family interpersonal relationships. At the end of the drawing, ask the child to sign or name all the characters depicted in the drawing. After the drawing is completed, the second stage of the study begins - conversation. The conversation is light, relaxed, without causing a feeling of resistance and alienation in the child, according to the scheme:
.Who is in the picture? What does each family member do?
.Where do family members work or study, what role does he assign to each?
.Who is the nicest in the family and why?
.Who is the happiest and why?
.Who is the saddest and why?
.Who does your child like best and why?
.How does this family punish children for bad behavior?
.Who will be left at home alone when they go for a walk?
.How are household responsibilities distributed in the family?
When evaluating drawings, the formal and substantive features of the drawing are taken into account. The quality of lines, the arrangement of objects in the drawing, the erasing of the entire drawing or its individual parts, and the shading of individual parts of the drawing are considered formal. The content characteristics of the drawing are the depicted activities of family members, their interaction and location, as well as the relationship of things and people in the drawing. The resulting image, as a rule, reflects the child’s attitude towards the members of his family, how he sees them, and what role he assigns to each in the family configuration.
Appendix 2
Methodology for diagnosing parental attitudes (A.Ya. Varga and V.V. Stolin).
The Parental Attitudes Questionnaire is a psychodiagnostic tool aimed at identifying parental attitudes among people seeking psychological help on raising children and communicating with them. Parental attitude is understood as a system of various feelings towards the child, behavioral stereotypes practiced in communication with him, features of perception and understanding of the child’s character and personality, and his actions.
Instructions: The text of the questionnaire consists of 61 statements, read the statements carefully, put the answer “true” or “+” in front of each one if it coincides with your opinion, or “false” or “-” if it does not coincide.
The questionnaire consists of 5 scales:
.“Acceptance-rejection.” This scale expresses a general emotionally positive (acceptance) or emotionally negative (rejection) attitude towards the child.
. "Cooperation". This scale expresses the desire of adults to cooperate with the child, their manifestation of sincere interest and participation in his affairs.
. "Symbiosis". The questions on this scale are aimed at finding out whether the adult strives for unity with the child or, on the contrary, tries to maintain a psychological distance between the child and himself. This is a kind of contact between a child and an adult.
. "Little Loser" This last scale shows how adults feel about the child’s abilities, his strengths and weaknesses, successes and failures.
The severity of each type depends on the number of positive answers given to the relevant questions. The number of positive responses for each indicator is counted, and descriptions of parental attitudes are given. A high test score on the corresponding scales is interpreted as: rejection; social desirability; symbiosis; hypersocialization; infantilization (disability).
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As parents, we often think that because we love our children, spend time with them, communicate with them, and discipline them correctly, we are ensuring their optimal development. It's right. However, the more fundamental basis for shaping a child's personal development is laid not only by our parenting methods, but also by who we are as individuals. Our personal qualities, our own behavior and attitude are the main factors influencing the formation of a child’s sense of self, his perception of himself, whether we know about it or not.
Children, like a sponge, daily absorb obvious and subtle manifestations of their parents, their relationships, manners and worldview, which significantly shape their children's personality. We, parents, have a set of our own personal qualities that we either inherited from our parents or acquired in interaction with people significant to us, the world and as a result of unique life experiences. Even the most well-intentioned parent unknowingly influences their child in both positive and negative ways. This is a universal and inevitable condition.
It is useful for parents to be aware of how they shape their child's personality and to try, whenever possible, to prevent the replication of unwanted behavioral habits that they consider unworthy of their own children. This article examines some guiding principles and assistance in the formation of a child’s personality from the point of view of psychology and eidetic images (i.e., in the imagination of images of objects that are not currently acting on the visual analyzers, reproduced in all details).
Ideally, a mother is a source of life experience for a small child. If she provides warmth and is sensitive to the baby's needs, he will develop with a strong sense of integrity. If the child's mother is suppressive, cold, depressed, angry or hostile, the child's development will be impaired.
Fathers are meant to encourage the young child to actively interact and establish relationships with the world outside the mother's embrace. The father tells the child about the world, he takes him to different places, engages in various joint activities and shows the child ways to interact with the world around him. If a child's father is a confident person who loves and is able to talk captivatingly about the world outside the mother's safety zone, this world is perceived by the child as a welcoming and interesting place with which he can safely interact. However, if the father himself has difficulty interacting with the world around him, then the child may adopt a similar way of thinking and lack the tools for his own successful interactions.
Even the most loving parents can pass on unwanted symptoms of negative views to their children without knowing it. Here are some common examples:
- Excessive importunity of parents can lead to the opposite result - the child will be secretive and not too generous. When children grow up in an atmosphere of excessive intrusiveness and intrusive parents, secretive behavior often becomes a habit. This may have consequences for the child in the future when they want to form deep friendships or romantic relationships and find themselves unable to share their deep feelings.
- If parents overly criticize a child in an attempt to teach him to do things right, this can cause the child to become passive and indecisive, fearing that his decisions may be criticized and judged.
- Children raised in a home where parents love them but constantly fight with each other may become insecure because their sense of inner integrity and security will be compromised.
- Anxious parents can raise anxious children, as children are unable to relax due to their parents' nervous energy.
- Parents who are overprotective of their children may contribute to their child's symptoms of depression because they force them to inhibit their natural need for exploration and freedom.
Therefore, during the child’s relationship with his parents, obvious or hidden symptoms of the parents’ personal problems may be revealed, and life in an atmosphere of unresolved emotional problems of the parents affects the consciousness of the child as he grows up.
We often unconsciously imitate our parents in their approaches to parenting. You've probably heard these words more than once: “I'm amazed that I act the same way my mother did when I was a child. Before I even know it, the same words my mother told me are coming out of my mouth to my daughter.”
Vivid examples of such parental behavior can be observed in some families during meals. Some parents themselves, as children, often heard the following words addressed to them at dinner: “For God’s sake, Ivan, when will you learn to use a fork?” or “Stop spreading food all over your plate and just eat!” They still remember how painful such criticism was for them. Deep down, these children swore an oath that they would never talk to their children like that. And what? 20-30 years pass, and as parents they themselves teach their children in the same irritated tone: “Mikhail, for God’s sake, how many times have I taught you to use a fork and knife correctly?” and “When will you finally learn to say please and thank you to your mom when she hands you bread?”
Just as we unconsciously imitate our parents, our children will imitate us or react to our behavior in different situations. Experts in the field of eidetic psychology have found that there are six main variations in the influence that a parent’s personality has on the formation of a child’s personality. With each of them, the child loses part of his true individuality, as he imitates or reacts to his parents.
1. Imitation
Children imitate their parents. They unconsciously internalize their parents' attitudes and emotions. If a daughter sees her mother looking in the mirror and asks, “Do I look fat?”, she will begin to imitate her mother's self-critical behavior. She will also look in the mirror and look for her flaws. Luckily, daughters also imitate their mother's self-confidence. Angry father's child imitates angry behavior and lashes out at children on the playground. On the other hand, a child who sees a father who is kind and helps other people will himself develop a similar attitude towards other people.
2. Identification
Identification is more fundamental than imitation. This is not just a repetition of the parents' behavior. This is the sharing of their views, attitudes and feelings - the child feels identical with his parents in some respect. For example, a father who is very conservative, dresses in a traditional style, is proud of people in uniform, considers loyalty to the Motherland above all else, has a daughter who completely shares his worldview and marries a man similar to her father. It is the daughter who deeply identifies with her father's beliefs and way of life and perhaps loses a (true) sense of self that is actually different from her father's. Identification involves identifying one’s own worldview and behavior with the worldview and behavior of parents.
3. Reaction
The reaction is behavior that is exactly the opposite of the behavior of the parents. The reaction is most often observed in adolescents, although it can occur throughout life. For example, a parent may be a very religious person, and his child may be a rebel who considers himself an atheist and refuses to go to church. Or the parent may be very neat, and the child, in contrast, becomes very messy in life and work. A parent may pedantically adhere to the use of only natural products and take multivitamins, to which their child reacts by eating unhealthy foods and not paying attention to their own health. In an attempt to find himself, a child tries so hard to be different from his parents that he loses sight of who he truly is, his unique characteristics and life values.
4. Loss
When a young child is denied basic biological needs and experiences deprivations such as lack of close bonding with his mother, lack of paternal nurturing, neglect, parental discipline strategies that are too harsh or too gentle, or a variety of other deprivations, that child will suffer from feelings of inner emptiness. This is fertile ground for the development of eating disorders (anorexia, bulimia), drug addiction, sexual compulsions or emotional outbursts through which the child seeks to receive love and support. We have all suffered various losses in life; however, the most powerful of them leave a void or “hole” in a person’s psyche that is difficult to fill.
5. Projection
Projection occurs when one’s own subjective thoughts are attributed to other people (as well as one’s feelings, emotions, intentions, and experiences are transferred to others). That is, a person mistakenly views everything that happens within himself as coming from outside. If a father says that one of his two daughters is beautiful and the other is smart, then the “smart” girl may think that she is ugly, although this may be far from the truth. Conversely, a beautiful daughter may feel stupid. A father who is not involved in the daily life of his children because he has to work two jobs to support his family due to economic necessity (and of course, out of love for his family) may have a child who imagines that the father doesn't like him because he's never home. He will grow up feeling unloved even though he is not. Children make false assumptions about themselves and inaccurate interpretations of their lives in response to parental remarks or behavior, even though the remark may have been inadvertent. This trend is inevitable and can only be detected through open communication.
6. Attachment
Attachment is a dependent behavior that is biologically necessary for a baby or young child. However, if parents cannot let go of their maturing child and give him autonomy, they interfere with his independence. The child becomes insecure and does not trust his inner resources to cope with life like an adult. An example of such a situation: the mother of a university student tells her every day how to dress and what to do throughout the day. Maternal interference and dependence on the mother make her daughter distrust her own opinions and feelings. However, reliable parents know when to give their child independence and when to pull the reins, and encourage the child to develop a sense of independence.
To understand the impact you have on your child, it is first important to understand how you feel about yourself, the burden of self-criticism you carry, and the positive feelings about yourself that flow from you to your child in your daily interactions with him.
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The family has the most significant influence on the upbringing of the individual, since the child receives basic information about the world and himself from his parents. In addition, parents have a unique opportunity to influence the child due to physical, emotional and social dependence on them.
Family is a small (primary) group that consists of individuals connected by two types of relationships: marriage and kinship, which provides a person with emotional stability, security and personal growth.
The family has a number of functions that can be divided into institutional and basic. Institutional functions are impersonal. These include:
Reproduction function;
Primary social and sexual control;
Economic support for children;
Support for the disabled;
Protecting the rights of the child to full development.
Basic functions are aimed at ensuring that a person meets his personal needs in the family. These include:
Satisfying the need for love;
Function of emotional support and development of individuality;
Function of self-affirmation, self-realization, personal growth;
Psychotherapeutic function of the family;
Function of social responsibility for each family member;
Function of forming positive relationships;
The function of forming a cultural community.
The modern family has lost many of the functions that cemented it in the past: production, security, education, etc. The following functions have now acquired greater importance: psychological safety, emotional satisfaction of all family members and preparing children for life in society. Their implementation presupposes the maturity of feelings and psychological culture.
Highly integrated family differs in that its members know each other’s individual psychological characteristics well and have large reserves of influence on each other; it is characterized by a high level of development of mutual assistance, and its members have well-developed “pro-family” motives; the family has good contact and interaction with the social environment. Such a family is also called a close-knit family. Close-knit family has the following features: trust, sympathy, care of all members for each other are the simplest and most natural way to satisfy their own needs. Among the properties inherent in mature families are high self-esteem, direct, clear and honest communication, flexible and humane rules of behavior. In such a family, its members are focused on intellectual and personal growth, its social attitudes are positive and open.
The birth of a child into a family is a serious challenge for parents. Mastering and shaping the role of father or mother is the most important task of personal development during the period of growing up and testing the strength of family relationships.
A woman’s mastery of the role of a mother is complicated by the fact that it is during this period that tasks of professional growth and career are set. Awareness of one's capabilities and priority tasks can contribute to a more favorable experience of the conflict between these aspects of a woman's life. A woman can be influenced by parental attitudes. Among the typical attitudes that an expectant mother learns from her parents, V.K. Loseva highlights the following:
“Before having children, you need to be firmly on your feet financially and professionally.” Cultivating such an attitude allows parents to prolong their daughter’s feeling of her own immaturity and unfulfillment. The daughter has been feeling dependent on her parents for a long time.
“The birth of a child brings a lot of trouble and worry.” Parents form the idea in their daughter that the role of a mother is primarily associated with difficulties and does not bring joy. This creates a negative perception of the maternal role.
“You’re still a child yourself.” This attitude is associated with the desire of parents to demonstrate their superiority over their daughter.
“You are selfish, and a mother should sacrifice everything for the sake of her children.” The hidden meaning of this attitude is that the mother must completely renounce her desires.
Preparing for motherhood is not about following the often unrealistic demands of parents, but about rethinking your life experiences, recognizing the feelings that arise during the period of preparation for motherhood.
The social role of the father is difficult because its obviousness creates many traps when mastering it. G.S. Abramova highlights some of them:
The trap of a simple goal is the refusal to recognize the existential goal in the role of a father (“I feed, sing, dress, what else is needed?”);
The expected obligation trap (“I am your father, so you must love and respect me”);
The trap of normality or “everything is like people” - refusal to understand and accept the uniqueness of your life and the lives of your family members;
The trap of the rightness of force or “there is no trick against crowbar” - orientation towards forceful methods of resolving conflicts associated with a demonstration of force;
The trap of age (“I’m still young, I want to go for a walk,” “He’s still a child, let his mother take care of him”);
The gift trap (“I buy him whatever he wants”) - ignoring personal communication;
The trap of gender superiority is the rejection of other, different from male, ways of solving life problems;
The trap of the social value of gender (“Anyone will pick me up,” “A man is needed everywhere”) leads to the rejection of deep experiences;
Clarifying the attitudes and expectations of young parents regarding the roles of mother and father is one of the tasks of a psychologist when providing psychological support to the family.
R. Hometauskas believes that when raising children in a family, the following points must be taken into account:
A child is not just a product of the educational influences of his parents. He is active, he himself comprehends the family and himself in it, determines his behavior, attitude towards the family and himself. To a certain extent, the child is his own educator;
Children, due to their limited experience and unique thinking, perceive and evaluate what is happening around them differently than adults. You can understand their behavior, emotions, experiences and help them only by looking at the world through their eyes;
Children are influenced not only by the intentional influences of their parents, but even to a greater extent by all the features of their parents’ behavior, including those that are not realized by either the adult or the child.
Psychological criteria by which one can judge the psychological well-being of a child in the family:
- a pronounced experience of pleasure from communicating with loved ones;
A feeling of freedom and autonomy when communicating with parents;
Self-confidence and self-sufficiency;
The ability to see one’s shortcomings and the ability to ask for help from others;
The ability to see your mistake as if from the outside and not associate your personality with it.
The influence of the family on the formation of a child’s personality is difficult to overestimate. A person learns the most important life lessons in his own family. It would be completely unfair to diminish its importance and necessity. The influence of family on personal development is enormous. The future fate and role in society depends on what the father and mother teach their child. Without the necessary skills, a person cannot count on successful career advancement and will not be able to build harmonious relationships with his soulmate. Let's consider the role of parents in shaping the child's personality. What influence do they have on him? What should you pay special attention to when raising your son or daughter?
Relationship experience
In any case, a child in a family gains relationship experience. He does not live in isolation, but from early childhood he has the opportunity to observe how adults interact with the people around him, and tries to adopt this experience. It is laid automatically, without any effort. Unbeknownst to himself, a small person discovers a whole world of feelings and moods that reign in society. The desire to imitate adults is dictated by the natural desire to be like them. Usually a boy closely monitors the behavior of his own father and tries to copy him. The girl unconsciously reproduces the behavior of her mother. This behavior is completely natural and indicates normal development.
Of course, adults make mistakes too. Sometimes they do not notice that children also learn negative lessons. The influence of family relationships on the upbringing of a preschooler is especially great. Personal development is impossible without a living example. The child notices even the smallest details of the parents’ relationship, although in most cases he does not say them out loud. Father and mother need to be extremely careful not to set a bad example. Very often parents make mistakes for which they are subsequently ashamed. The experience of relationships begins in childhood and remains with a person for life. The influence of parents on the formation of family values is enormous. As a rule, a person in adulthood unconsciously copies the behavior of his parents, their manner of communication, etc.
Self-development
Forming a child’s personality in a family is not an easy task. Sometimes you need to put in a lot of effort and patience in order to achieve a certain result. The family as a social institution for personality formation is of great importance. Only in a family can a person develop the skills necessary for later life. By acquiring self-development skills, the child develops fully, without delving into strong feelings and self-blame. If parents are engaged in spiritual practice or simply work on themselves in a different way, then their son or daughter has a good chance of becoming a truly successful person in life. Personal development always occurs gradually, under the influence of many factors.
Overcoming difficulties
The role of the family in the development of a child’s personality is extremely valuable. The ability to overcome significant obstacles is very important in order to feel comfortable. The more a person works on himself in this direction, the easier it becomes for him to overcome accompanying fears, doubts and uncertainty. Overcoming difficulties and obstacles that come along the way, a person will definitely become stronger. He finds within himself additional resources for achievement. To learn how to cope with difficulties, you need to cultivate the necessary skills. For some, it becomes easier to enlist the support of loved ones than to act independently. However, the formation of a strong personality occurs when a person has to overcome many obstacles. When there is nowhere to retreat, a person begins to act more actively and productively than with a certain amount of time left.
Character
Education of a child's character also takes place in the family. Parents greatly influence the formation of both positive and negative qualities of their child. The father and mother set an example that can become a source of inspiration for their son or daughter and become a kind of guide for them for many years to come. Part of the character is individual for each person, but a lot of it is laid down by society. Family has a direct impact on the character of a little person. The influence of the family on the formation of a child’s personality cannot be ignored even in the case where the parents were unable to teach their child anything good. Such a person will still experience the negative influence of the environment in which he grew up, no matter how hard he tries to deny this fact. Even involuntarily, a person begins to reproduce the experience of his family in the future. A person's character will be what he has been allowed to develop. Personal development is a deeply individual process. It cannot be predicted in advance. It is impossible to predict what the character of an adult will be by looking at a small child. The role of family education in the formation of personality is incredibly significant.
Social skills
The ability to communicate is incredibly important in life. Without this skill it is impossible to build any satisfying relationships and be happy. The family as a social institution for the formation of personality creates conditions for the comprehensive development of the individual. If a person did not have such support from loved ones, he would not be able to move forward systematically and be confident in his future.
The acquisition of social skills also occurs in the family. It is surrounded by close people that every child learns to communicate and build individual relationships. Social skills learned in the family will definitely be useful in later life. How the child was treated in the family, so he will then treat himself and expect the same from communicating with others.
The development and socialization of personality in the family leaves a serious imprint on a person. The way he is raised by his father and mother is how he lives in the future. Even if an individual verbally denies the influence of his parents on his life, he is more susceptible to it. No matter how much a person wants to isolate himself from his family, he will not be able to do it. Most people simply do not notice how they copy the habits of people related by blood, how they reproduce similar situations, and create identical events. Many people tend to complain about life, one way or another. But not everyone finds the strength to engage in self-improvement.
Work on yourself
Each person also learns to improve their skills in the family. It is impossible to imagine an individual who would not absorb the behavior model of both parents. The influence of the family on the formation of a child’s personality is, in fact, enormous. It is from their immediate environment that people learn the ability to communicate, trust each other, and build personal relationships.
Working on yourself is an integral step in building strong and trusting relationships. Typically, parents teach this to their children, passing on these skills to them, consciously or not. The functions of the family are quite numerous. The formation of attachment and trust occurs at a subconscious level. A person sometimes doesn’t even think about it, he simply lives by inspiration, obeying the guidance of inner strength.
The development of a child’s personality is influenced not so much by how others treat him, but by what his own parents taught him. It is next to loved ones that the majority go through their individual karmic lessons. If every person really worked on himself, the world would become kinder and more beautiful in many ways. The more a person is open to communicating with others, the happier she feels. The role of the family in the formation of a spiritual and moral personality is extremely high.
Unfortunately, at present, not all families can boast that both parents take part in raising a child. Often a situation arises when a child is raised by one mother, and the father is not even present in the field of view of the son or daughter. Even if dad sometimes meets with his offspring, but does not live in the same apartment, we can talk about an incomplete family. This situation cannot but depress and sadden.
Another thing is that nowadays many people do not consider this situation a problem. Very often, children grow up surrounded by the attention of their mother and grandmother, without experiencing for themselves what a father’s care is like. What is the impact of a single-parent family on a child's development? Scientists argue on this issue, their opinions differ. In most cases, the dominant idea is that the absence of a second parent negatively affects the child’s psyche, affects personal development, and prevents the formation of a trusting attitude towards the world. And it’s hard to disagree with this!
In any case, an incomplete family leaves a powerful imprint of inferiority on the individual. It is not necessary that a person will develop some kind of negative trait. Only he will always feel some loss, self-doubt, some rejection and depression. The child does not understand why his family is different from others, what he has done wrong, and often feels that he is somehow worse than others. Such a person definitely needs support. Of course, in our time no one is surprised by single-parent families, but they still represent, in a sense, a sad sight. And it can be very difficult to explain to a child, especially a teenager, why he lives only with his mother. In any case, there is some effect on the psyche, on the ability to perceive the surrounding reality. The role of the family in shaping a child’s personality is truly enormous.
Honesty and integrity
These two components are inextricably linked with each other. The acquisition of these character traits, no doubt, occurs in the family. A person simply would not be able to develop them on his own, or by experiencing negative manifestations. Relationships in the parental family always become a role model. Even if everything does not happen as we would like, the child perceives them as normal, ideal for him.
The family, as a factor in the formation of a child’s personality, undoubtedly has a strong impact on the individual. One might even say that it is the determining factor to which all others are subject. The more decent and sincere the relationships in the parental family are, the easier it will be for the child to build his own family in the future. Why is this happening? It’s just that from childhood a person learns to trust, build relationships on noble feelings, and take care of loved ones.
Honesty and integrity are components necessary for the development of a happy personality. When a child grows up in a prosperous family, he begins from a young age to perceive joy and happiness as integral attributes of a normal life. He does not consider them an exception or something for which we must fight with all our might. In the family, he learns the skill of successfully overcoming all kinds of difficulties. This is a successful experience that everyone should wish for.
Self confidence
It turns out that even such personal characteristics are laid down in the family! Many people argue about this, but in the end they agree that without the support of those closest to you, it is unlikely that you can achieve anything truly significant in life. In fact, it is impossible to imagine a successful person without a strong and friendly family. If he does not have this, it means that the well-being acquired at some point may be seriously shaken. The more confident a person feels among his immediate family and significant other, the greater his chances of realizing his potential.
Self-confidence is an essential component of a happy and self-sufficient life. However, most people cannot boast of unshakable self-confidence. Some people have doubts about their talents and capabilities, others do not find sufficient reasons to simply start acting. Sometimes too much time is spent in doubt and worry. If every person could realize their intrinsic value, the world would change. This is how upbringing influences the formation of personality.
Personal Beliefs
They are also formed in the family. It is difficult to imagine a person who is not guided by the opinions of his immediate environment. When an individual lives under the same roof with his relatives, then to some extent he becomes dependent on their opinion. A person is emotionally susceptible to outside influence. Personal beliefs do not appear out of nowhere; they are formed in a family environment. As a rule, parents pass on their personal views to their children. This is why, in many cases, children tend to rely on the opinions of their parents: they look for support and support from them. Their outlook on life becomes a personal belief.
Moral values
These are categories that become of great importance in the eyes of the public. Moral attitudes sometimes have a significant impact on people. People in the most difficult life situations reflect on what they should do, obeying the voice of their conscience. In many cases, they manage to reach the correct answer within their soul, to find the golden mean.
As a rule, life forces you to make ambiguous and difficult decisions that control a person. Well-informed decisions do not always come from the heart, but they are guided by the voice of conscience. In some cases, a person is forced to sacrifice his own interests for the sake of the happiness and well-being of loved ones. Moral values are brought up in the family. The way parents treated the concepts of duty, responsibility, and morality undoubtedly affects their children. If a child grew up in love, care, and was taught to be patient with others, then in later life he himself will be based on these same concepts. Moral values are sometimes too strong to be overcome by the mind alone.
Spiritual formation
Thus, the influence of the family on the formation of the child’s personality is enormous. A little person completely absorbs the values of the environment in which he finds himself most of the time. Moral attitudes and opinions are of great importance here. The more attention a child is given, the happier and more self-sufficient he will grow up.
