The important role of the family in shaping the personality of the child. The influence of the father on the formation of the personality of the child

25.07.2019

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Introduction

1.4 Features of the formation of a child's personality

Conclusion

List of used literature

Introduction

The bond between parent and child is one of the strongest human bonds and is the main mechanism of personality formation. The more complex a living organism is, the longer it must remain in close dependence on the mother's organism. Without this connection, development is impossible, and too early interruption of this connection is a threat to life. family social education

The relevance of the topic of the parental example as a mechanism for the formation of personality and child-parent relations remains invariably acute throughout the development of science and practice. For a child, a family is a whole world in which he lives, acts, makes discoveries, learns to love, hate, rejoice, sympathize. As a member, the child enters into certain relationships with the parents that can have both positive and negative effects on him. As a result, the child grows up either friendly, open, sociable; or anxious, rude, hypocritical, deceitful. Analysis of the literature has shown that despite the fact that parent-child relations are one of the most important issues related to the formation of a child's personality, the problem of the parental example as a mechanism of personality formation has not been sufficiently studied and investigated. It was this contradiction that determined the choice of the topic of the course work.

The influence of parents on the development of the child is very great. Children growing up in an atmosphere of love and understanding have fewer health problems, difficulties in school, communication with peers, and vice versa, as a rule, violation of parent-child relationships leads to the formation of various psychological problems and complexes.

Any unworthy behavior will affect the upbringing of the child - drinking alcohol with him, smoking, uncensored abuse, fights and insults and similar things - everything is perceived by the baby and forms his worldview.

If there is no trust, warmth, love, harmony, soul, tranquility in a relationship with a spouse, then the child will have nothing to take and take out of his school of family life. If the relationship with the child is not the same, then it is not surprising that a difficult child has grown up in the family.

The aim of the course work is to study the parental influence on the formation of the child's personality.

The object is the family.

The subject is the influence of the example of the mother and father on the formation of the child's personality.

To achieve this goal, the following tasks were solved:

1. Analyze the literature on the problem of the influence of the mother and father in the formation of the child's personality.

2. Consider the characteristics of the family as a social institution.

3. To identify the features of the influence of the mother and father on the formation of the child's personality

1. Family as a social institution for the formation of the child's personality

1.1 The role of the family in shaping the personality of the child

The most important social function of the family is the upbringing of the younger generation. The family in modern society is viewed as an institution for the primary socialization of the child. Parenting has a sociocultural nature and is characterized by a system of norms and rules prescribed by culture and society that regulate the distribution of the functions of caring for children and their upbringing in the family between parents: determining the content of roles, models of role behavior. Parents are responsible to society for organizing a system of conditions that correspond to the age characteristics of the child at each of the stages of ontogenesis and provide optimal opportunities for his personal and mental development. In the history of parenting, the tendency towards an increase in the importance of the institution of the family is becoming more and more obvious.

Previously, responsibility for the upbringing of a child was assigned to society, while individual parenting covered only a relatively short period of a child's childhood before he entered labor activity or began to perform social functions, but with a change in the tasks of socialization of the child within the framework of family upbringing at each of the age groups. stages of its development also undergo changes in the specific forms and means of educational influences, the nature of the child's relationship with parents.

The main tasks of the family are the formation of the child's first social need - the need for social contact, basic trust in the world (E. Erickson) and attachment (J. Bowlby, M. Ainsworth) in infancy: Formation of subject-tool competence at an early age and social competence in preschool, cooperation and support in the development of a system of scientific concepts and the implementation of independent educational activities in primary school age; creating conditions for the development of autonomy and self-awareness in adolescence and adolescence. Emotional richness and emotionally positive nature of interpersonal relationships, stability, duration and stability of interaction with a partner, joint activities and cooperation with an adult as a model of competence, social support and initiation to independent activity make the family a unique structure that provides the most favorable conditions for personal and intellectual development child.

In every family, a definite system of upbringing is objectively formed, which is by no means always conscious of it. This refers to the understanding of the goals of upbringing, and the formulation of its tasks, and more or less purposeful application of methods and techniques of upbringing, taking into account what can and cannot be allowed in relation to the child. 4 tactics of upbringing in the family can be distinguished and 4 types of family relationships that correspond to them, which are both a prerequisite and a result of their occurrence: diktat, guardianship, "non-interference" and cooperation.

Diktat in the family is manifested in the systematic behavior of some family members (mainly adults), initiative and self-esteem among other family members.

Parents, of course, can and should make demands on their child, based on the goals of upbringing, moral norms, specific situations in which it is necessary to make pedagogically and morally justified decisions. However, those who prefer order and violence to all kinds of influence are faced with the resistance of the child, who responds to pressure, coercion, threats with their countermeasures: hypocrisy, deception, outbursts of rudeness, and sometimes outright hatred. But even if the resistance turns out to be broken, along with it many valuable personality traits are broken: independence, self-esteem, initiative, faith in oneself and in one's own capabilities. The reckless authoritarianism of parents, ignoring the interests and opinions of the child, systematic deprivation of his right to vote when solving issues related to him - all this is a guarantee of serious failures in the formation of his personality.

Guardianship in the family is a system of relationships in which parents, ensuring with their work the satisfaction of all the needs of the child, protect him from any worries, efforts and difficulties, taking them upon themselves. The question of active personality formation fades into the background. At the center of educational influences is another problem - meeting the needs of the child and protecting him from difficulties. Parents, in fact, block the process of seriously preparing their children to face reality outside their home. It is these children who turn out to be more unadapted to life in a team.

Cooperation as a type of family relationship presupposes the mediation of interpersonal relationships in the family by the common goals and objectives of joint activity, its organization and high moral values. It is in this situation that the child's egoistic individualism is overcome. The family, where the leading type of relationship is cooperation, acquires a special quality, becomes a group of a high level of development - a team.

The style of family education and the values adopted in the family are of great importance in the development of self-esteem.

Three styles of family education can be distinguished: - democratic - authoritarian - conniving (liberal).

In a democratic style, the best interests of the child are taken into account. Consent style.

In a conniving style, the child is left to himself.

The child sees himself through the eyes of close adults who are raising him. If the assessments and expectations in the family do not correspond to the age and individual characteristics of the child, his / her self-image appears to be distorted.

M.I. Lisina traced the development of self-awareness of preschoolers, depending on the characteristics of family education. Children with an accurate idea of themselves are brought up in families where parents devote a lot of time to them; positively assess their physical and mental characteristics, but do not consider their level of development to be higher than that of most peers; predict good school performance. These children are often encouraged, but not given gifts; punish mainly by refusing to communicate. Children with an underestimated self-image grow up in families in which they are not taught, but require obedience; they are rated low, often reproached, punished, sometimes in front of strangers; do not expect them to succeed in school and make significant achievements in later life.

Adequate and inadequate behavior of a child depends on the conditions of upbringing in a family. Children who have low self-esteem are unhappy with themselves. This happens in a family where parents constantly condemn the child, or set overestimated tasks in front of him. The child feels that he does not meet the requirements of the parents. (Do not tell the child that he is ugly, complexes arise from this, from which it is impossible to get rid of later.)

Inadequacy can also manifest itself with increased self-esteem. This happens in a family where the child is often praised, and gifts are given for little things and achievements (the child gets used to material reward). The child is punished very rarely, the demand system is very lenient.

Adequate presentation - it needs a flexible system of punishment and praise. Admiration and praise are excluded with him. Rarely are gifts given for actions. Extremely harsh penalties are not used. In families where children grow up with high, but not overestimated self-esteem, attention to the child's personality (his interests, tastes, relationships with friends) is combined with sufficient exactingness. Here they do not resort to humiliating punishments and willingly praise when the child deserves it. Children with low self-esteem (not necessarily very low) enjoy more freedom at home, but this freedom, in fact, is lack of control, a consequence of parents' indifference to children and to each other.

Parents also set the initial level of the child's aspirations - what he claims in educational activities and relationships. Children with a high level of aspirations, high self-esteem and prestigious motivation rely only on success. Their visions of the future are just as optimistic. Children with a low level of aspirations and low self-esteem do not claim much either in the future or in the present. They do not set high goals for themselves and constantly doubt their capabilities, they quickly come to terms with the level of academic performance that develops at the beginning of training.

The second option - demonstrativeness - is a personality trait associated with an increased need for success and attention to others around. The source of demonstrativeness is usually the lack of attention of adults to children who feel abandoned and "disliked" in the family. But it happens that the child receives sufficient attention, but it does not satisfy him due to the hypertrophied need for emotional contacts. Excessive demands on adults are not made by neglected children, but, on the contrary, by the most spoiled children. Such a child will seek attention, even breaking the rules of conduct. ("Better to let them scold than not notice"). The task of adults is to do without lectures and edifications, make comments as less emotionally as possible, not pay attention to minor offenses and punish major ones (say, by refusing a planned trip to the circus). This is much more difficult for an adult than caring for an anxious child.

If for a child with high anxiety, the main problem is the constant disapproval of adults, then for a demonstrative child it is a lack of praise.

The third option is "escape from reality." It is observed in cases where demonstrativeness is combined with anxiety in children. These children also have a strong need for attention to themselves, but they cannot fulfill it due to their anxiety. They are hardly noticeable, they are afraid to cause disapproval by their behavior, they strive to fulfill the requirements of adults. An unsatisfied need for attention leads to an increase in even greater passivity, invisibility, which makes it difficult for already insufficient contacts. When adults encourage the activity of children, pay attention to the results of their educational activities and search for ways of creative self-realization, a relatively easy correction of their development is achieved.

The extreme cases, the most unfavorable for the development of the child, are strict, total control under authoritarian upbringing and an almost complete absence of control, when the child is left to himself, neglected. There are many intermediate options:

Parents regularly tell their children what to do;

The child can express his opinion, but the parents, when making a decision, do not listen to his voice;

The child can make individual decisions himself, but must receive the approval of the parents, parents and the child have almost equal rights in making a decision;

The decision is often made by the child himself;

The child himself decides to obey his parental decisions or not.

Let us dwell on the most common styles of family education, which determines the characteristics of a child's relationship with parents and his personal development.

Democratic parents value both independence and discipline in their child's behavior. They themselves give him the right to be independent in some areas of his life; without prejudice to his rights, at the same time require the performance of duties. Control based on warm feelings and reasonable care is usually not overly annoying; he often listens to explanations why one should not do one and another should be done. The formation of adulthood in such a relationship takes place without much worries and conflicts.

Authoritarian parents demand unquestioning obedience from the child and do not believe that they should explain to him the reasons for their instructions and prohibitions. They tightly control all spheres of life, and they can do it and not quite correctly. Children in such families usually become isolated, and their communication with their parents is disrupted. Some children go into conflict, but more often the children of authoritarian parents adapt to the style of family relationships and become insecure and less independent.

The situation is complicated if high exactingness and control are combined with an emotionally cold, rejecting attitude towards the child. A complete loss of contact is inevitable here.

An even worse case is indifferent and cruel parents. Children from such families rarely relate to people with trust, experience difficulties in communication, are often cruel themselves, although they have a strong need for love.

The combination of an indifferent parental attitude with a lack of control - overprotection - is also an unfavorable variant of family relations. Children are allowed to do whatever they want, no one is interested in their affairs. Behavior becomes out of control. And children, no matter how they sometimes rebel, need parents as a support, they must see a model of adult, responsible behavior, which could be guided by.

Overprotection - excessive care for the child, excessive control over his entire life, based on close emotional contact, - leads to passivity, lack of independence, difficulties in communicating with peers.

1.2 Parenting styles and attitudes

Parental attitudes, or attitudes, are one of the most studied aspects of parent-child relationships. Parental attitudes are understood as the system, or the totality, of the parental emotional attitude towards the child, the child's perception of the parent and the ways of behaving with him. The concept of "parental style" or "parenting style" is often used synonymously with the concept of "position", although it is more expedient to retain the term "style" to denote attitudes and appropriate behavior that are not associated with this particular child, but characterize the attitude towards children in general.

The style of family upbringing should be understood as the most characteristic ways of parenting to a child, using certain means and methods of pedagogical influence, which are expressed in a peculiar manner of verbal treatment and interaction.

The clinically oriented literature describes the extensive phenomenology of parental attitudes (positions), parenting styles, and their consequences - the formation of individual characterological characteristics of the child within the framework of normal or deviant behavior. Convincing and demonstrative observations and studies on the impact of wrong or disturbed parenting. An extreme variant of disturbed parental behavior is maternal deprivation. Lack of maternal care arises as a natural result of separation from a child, but, in addition, it often exists in the form of latent deprivation, when the child lives in a family, but the mother does not care for him, is rude, emotionally rejects, and is indifferent. All this affects the child in the form of general disorders of mental development. These violations are often irreversible.

Thus, children brought up in children's institutions without maternal care and affection are distinguished by a lower intellectual level, emotional immaturity, disinhibition, and flattening. They are also characterized by increased aggressiveness in relationships with peers, lack of selectivity and constancy in emotional attachment to adults ("sticky", quickly attached to any person, but just as quickly weaned). Long-term consequences of maternal deprivation are manifested at the level of personality distortions. In this regard, the version of psychopathic development described for the first time by D. Bowlby with a leading radical in the form of emotional insensitivity - inability to emotional attachment and love, lack of a sense of community with other people, global rejection of oneself and the world of social relations - attracts attention. Another variant of the distorted development in its phenomenology corresponds to the classical type of "neurotic personality" - with low self-esteem, increased anxiety, dependence, obsessive fear of losing the object of attachment. But not only gross violations of parental behavior affect the course of the child's mental development. Different styles of care and treatment of a child, starting from the first days of his life, form certain features of his psyche and behavior.

S. Brodie identified four types of maternal relationship:

1. Mothers of the first type easily and organically adapted to the needs of the child. They are characterized by supportive, permissive behavior. Interestingly, the most revealing test of a particular maternal style was the mother's reaction to toilet training. Mothers of the first type did not set themselves the task of accustoming the child to the skills of neatness by a certain age. They waited for the child to "mature" himself.

2. Mothers of the second type consciously tried to adapt to the needs of the child. The successful implementation of this aspiration did not always introduce tension into their behavior, a lack of immediacy in communication with the child. They dominated rather than inferior.

3. Mothers of the third type did not show much interest in the child. The basis of motherhood was a sense of duty. In the relationship with the child, there was almost no warmth and no spontaneity at all. As the main instrument of upbringing, such mothers used strict control, for example, they consistently and severely tried to accustom a child of one and a half years to the skills of neatness.

4. Mothers of the fourth type of behavior are characterized by inconsistency. They behaved inadequate to the age and needs of the child, made many mistakes in upbringing, poorly understood their child. Their direct educational influences, as well as their reactions to the same actions of the child, were contradictory.

According to S. Brody, the fourth style of motherhood is the most harmful for the child, since the constant unpredictability of maternal reactions deprives the child of a sense of stability in the world around him and provokes increased anxiety. At the same time, the sensitive, accepting mother (of the first type), unmistakably and timely reacting to all the requirements of a small child, as it were, creates in him an unconscious confidence that he can control the actions of others and achieve his goals.

If rejection prevails in the maternal relation, ignoring the child's needs due to immersion in his own affairs and experiences, the child has a feeling of danger, unpredictability, uncontrollable environment, minimal responsibility for its changes in the direction of ensuring a comfortable existence. The lack of parental responsiveness to the needs of the child contributes to the emergence of a feeling of "learned helplessness", which subsequently often leads to apathy and even depression, avoidance of new situations and contacts with new people, lack of curiosity and initiative.

The described types of parental (primarily maternal) relationship are largely initiated by the infant himself, namely, the need to meet the basal needs for affilation (attachment) and safety. All of them can be located on the "acceptance-rejection" continuum. It is possible to single out more complex types of parental attitude, addressed to an older child (3-6 years old), where the parameter of educational control begins to act as an important socializing moment.

A. Baldwin identified two styles of parenting practice - democratic and controlling.

The democratic style is determined by the following parameters: a high level of verbal communication between children and parents; the involvement of children in the discussion of family problems, taking into account their opinions; the parents' willingness to come to the rescue, if required, at the same time the belief in the success of the child's independent activity; limiting one's own subjectivity in the child's vision.

The controlling style includes significant restrictions on the behavior of children: a clear and clear explanation to the child of the meaning of restrictions, the absence of disagreements between parents and children about disciplinary measures.

It turned out that in families with a democratic style of upbringing, children were characterized by a moderately pronounced ability for leadership, aggressiveness, a desire to control other children, but the children themselves hardly succumbed to external control. Children were also distinguished by good physical development, social activity, ease of making contacts with peers, but they were not characterized by altruism, sensitivity and empathy.

Children of parents with a controlling type of upbringing were obedient, suggestible, fearful, not too persistent in achieving their own goals, and non-aggressive. With a mixed style of upbringing, children are characterized by suggestibility, obedience, emotional sensitivity, non-aggressiveness, lack of curiosity, originality of thinking, poor imagination.

D. Bowmrin, in a series of studies, tried to overcome the descriptiveness of previous works by isolating a set of children's traits associated with the factor of parental control. Three groups of children were identified.

Competent - with a consistently good mood, self-confident, with well-developed self-control of their own behavior, the ability to establish friendly relations with peers, seeking to explore, and not avoid new situations.

Avoidants - with a predominance of a dull-sad mood, it is difficult to establish contacts with peers, avoiding new and frustrating situations.

Immature - unsure of themselves, with poor self-control, with refusal reactions in frustrating situations.

Parental control: with a high score on this parameter, parents prefer to have a great influence on children, are able to insist on fulfilling their requirements, and are consistent in them. Controlling actions are aimed at modifying the manifestations of addiction, in children, aggressiveness, the development of play behavior, as well as a more successful assimilation of parental standards and norms.

The second parameter is parental requirements that induce the development of maturity in children; parents try to ensure that children develop their abilities, in the intellectual, emotional spheres, interpersonal communication, insist on the necessity and right of children to independence and independence.

The third parameter is the ways of communicating with children in the course of educational influences: parents with a high score on this indicator tend to use persuasion in order to achieve obedience, substantiate their point of view and at the same time are ready to discuss it with children, listen to their argumentation. Parents with a low score do not clearly and unequivocally express their demands and dissatisfaction or irritation, but more often resort to indirect methods - complaints, shouting, swearing.

The fourth parameter is emotional support: parents are able to express sympathy, love and warm attitude, their actions and emotional attitude are aimed at promoting the physical and spiritual growth of children, they feel satisfaction and pride in the success of their children. It turned out that the complex of traits of competent children corresponds to the presence of all four dimensions in the parental attitude - control, demands for social maturity, communication and emotional support, i.e., the optimal condition for upbringing is a combination of high demands and control with democracy and acceptance. Parents of avoidant and immature children have a lower level of all parameters than parents of competent children.In addition, parents of avoidant children are characterized by a more controlling and demanding attitude, but less warm than parents of immature children. The parents of the latter turned out to be absolutely incapable of controlling children's behavior due to their own emotional immaturity.

From the analysis of the literature, it follows, therefore, that the most common mechanism for the formation of characterological traits of a child responsible for self-control and social competence is the internalization of the means and skills of control used by parents. At the same time, adequate control presupposes a combination of emotional acceptance with a high volume of demands, their clarity, consistency and consistency in presenting them to the child. Children with adequate parenting practice are characterized by good adaptation to the school environment and communication with peers, are active, independent, proactive, benevolent and empathic.

V.I. Garbuzov with co-authors identified three types of incorrect upbringing, practiced by the parents of children with neuroses. Upbringing according to type A (rejection, emotional rejection) - rejection of the individual characteristics of the child, attempts to “improve”, “correct” the innate type of response, combined with tight control, regulation of the child's entire life, with the imperative imposition of the only “correct” type of behavior on him. In some cases, rejection can manifest itself in an extreme form - a real abandonment of the child, placement in a boarding school, a psychiatric hospital, etc. Along with strict control of upbringing, type A can be combined with a lack of control, indifference to the child's routine, complete connivance.

Upbringing according to type B (hypersocializing) is expressed in an alarmingly suspicious concentration of parents on the state of the child's health, his social status among his comrades; and especially at school, expecting academic success and future professional activities. Such parents strive for multidisciplinary education and child development (foreign languages, drawing, music, figure skating, technical and sports circles, etc.), but they do not at all take into account or underestimate the real psychophysical characteristics and limitations of the child.

Upbringing according to type B (egocentric) - "family idol", "small", "unique", "meaning of life" - cultivating the attention of all family members to the child, sometimes to the detriment of other children or family members. The most pathogenic is the impact of improper upbringing in adolescence, when the basic needs of this period of development are frustrated - the need for autonomy, respect, self-determination, achievement, along with the continuing, but already more developed need for support and connection (family “we”).

In the domestic literature, a broad classification of styles of family education is proposed; with character accentuations and psychopathies, and it is also indicated which type of parental relationship contributes to the occurrence of a particular developmental anomaly.

1. Hypoprotection: lack of guardianship and control over behavior, sometimes reaching complete neglect; more often it manifests itself as a lack of attention and care for the physical and spiritual well-being of the child, business, interests, anxiety. Latent hypoprotection is observed with formal control, a real lack of warmth and care, non-inclusion in the child's life. This type of upbringing is especially unfavorable for adolescents with accentuations of unstable and conformal types, provoking antisocial behavior - running away from home, vagrancy, and an idle lifestyle. This type of psychopathic development may be based on the frustration of the need for love and belonging, the emotional rejection of the adolescent, his non-inclusion in the family community.

2. Dominant hyperprotection: heightened attention and care for a teenager is combined with petty control, an abundance of restrictions and prohibitions, which enhances lack of independence, lack of initiative, indecision, inability to stand up for oneself. It is especially pronounced in adolescents with psychasthenic sensitive and asthenoneurotic accentuations. In hyperthymic adolescents, such an attitude of parents evokes a feeling of protest against disrespect for his “I”, sharply intensifies the reactions of emancipation.

3. Permissive overprotection: upbringing as a "family idol", indulging all the desires of the child, excessive patronage and adoration, resulting in an unreasonably high level of adolescent aspirations, an unbridled desire for leadership and superiority, combined with insufficient perseverance and reliance on their own resources. Promotes the formation of psychopathies of the hysteroid circle.

4. Emotional rejection: ignoring the needs of the child, often mistreating him. Latent emotional rejection manifests itself in the global dissatisfaction with the child, the constant feeling of parents that he is not “the one”, not “that”, for example, “not courageous enough for his age, forgives everything and everyone, you can walk on him”. Sometimes it is masked by exaggerated care and attention, but it betrays itself with irritation, a lack of sincerity in communication, an unconscious desire to avoid close contacts, and, on occasion, somehow free itself from a burden. Emotional rejection is equally harmful for all children, but it affects their development in different ways: for example, with hyperthymic and epileptoid accentuations, the reactions of protest and emancipation are brighter; hysterics exaggerate children's opposition reactions, schizoids withdraw into themselves, go into the world of autistic dreams, unstable find an outlet in teenage companies.

5. Increased moral responsibility: the demands of uncompromising honesty, a sense of duty, decency that do not correspond to the child's age and real capabilities, the responsibility for the life and well-being of loved ones on the teenager, persistent expectations of great success in life - all this is naturally combined with ignoring the real needs of the child, his own interests, insufficient attention to his psychophysical characteristics.

1.3 Development and formation of the child's personality

Alas, few parents know how the child's personality is formed and what exactly is the significance of this stage. And in vain - this stage can be considered a kind of starting point, with which, ideally, there should be a change in many aspects in the relationship between parents and the baby.

A child who feels himself as a person requires a different educational approach, he builds communication with the people around him in a different way. Many people confuse the understood “personality” and “individuality”. “My child is already a full-fledged personality, he has his own preferences, he hates listening to pop music, but loves the classics,” says the mother of the four-month-old with pride. Meanwhile, the psychologist would correct her: love for certain music in a nursing baby speaks about the peculiarities of not his personality, but his individuality.

As well as character traits, communication skills, etc. Individual characteristics of a person, such as temperament, giftedness, peculiarities of perception and processing of information (attention, memory), largely influence the formation of personality, but they do not completely determine its structure. When can we say that the child is aware of himself as a person?

Psychologists identify several important criteria: the baby fully uses personal pronouns; he is able, even at the simplest level, to describe himself (appearance, character), talk about his emotions, motives and problems; he has the skills of self-control; thus, childish tantrums for the most insignificant reason, such as your refusal to buy a toy or continue a walk in the park, indicate insufficient personality development; he has a basic understanding of what is “good” and “bad” and is able to give up “bad” in the name of “good” and give up his momentary desires in the name of the common good.

By what age does the child have a more or less formed personality? Based on the above criteria, it becomes obvious: not earlier than by the age of two (as a rule, after you teach the child to speak and he will be able not only to share his thoughts with others, but also to reflect on his actions). Usually psychologists point to the age of three years as some kind of significant point associated with the emergence of self-awareness in a child. At the same time, by the age of 4-5, he is fully aware of himself as a person with certain characteristics and “built-in” into the system of relations with the outside world.

Why is it important for parents to have an idea of the process of forming a child's personality, and how this process is related to the choice of effective educational approaches? The scale of the requirements that should be presented to him also depends on how much the baby is aware of himself as a person who possesses certain qualities and is capable of self-control. In order to properly educate a child, it is necessary to have an idea of the peculiarities of his psychology at different stages of development. Here, for example, is a typical situation: a six-month-old baby screamed in a stroller, and his mother tries to admonish him: “shut up immediately, how are you not ashamed”!

Meanwhile, such suggestions will not lead to anything: naturally, at this age the toddler has no idea what “shame” is. Moreover, he is not able to control his behavior - he is focused only on his momentary desires and requires their immediate fulfillment. And at this stage it is important for the mother to understand - this does not mean that the child is spoiled or spoiled; this is a completely normal behavior of a six-month-old baby, which does not require either punishment or any psychological or pedagogical correction. Now let's take another case: the child is one year and three months old.

According to his parents, he is already old enough, because he walks, speaks individual words, periodically uses the pot. In principle, he is already able to control his emotions: sometimes he stops screaming after his mother's harsh rebuke, he is able to be affectionate when he wants to gain parental attention. But for some reason he applies self-control skills selectively: not in those cases when it is required by the parents or the situation, but when it seems necessary to the child himself. And now, at the family council, the question of the child's spoiledness is again raised.

Meanwhile, such behavior at this age, again, is natural: having the initial skills of self-control, the child still does not have sufficient motivation to limit himself in something with their help. He does not know what is good and what is bad, while he still thinks in terms of “I want,” “I don’t want,” “I like”, etc. Some moral maturity will manifest in him only after two years (and for some children, even closer to three years), and will be associated with his active development of social experience, mastering speech and introducing the child to culture, the important components of which are moral and ethical values.

Thus, according to modern ideas about the formation of a child's personality, the upbringing of a baby up to a year should be based solely on creating optimal conditions for him for physical, intellectual and emotional development: restrictions and attempts at moralizing at this age will be ineffective. After a year of the toddler, it is already possible and necessary to begin to acquaint with certain social and ethical norms, but it is useless to demand their immediate observance.

Relatively speaking, if the kid pulls the cat by the tail, then you need to explain that he is wrong, but you should not expect that next time he will change his behavior: it will be easier to temporarily isolate the animal from the bully. After two years, you can appeal to moral standards more persistently, and after three years, parents have the right to demand their observance. If a child aged 3.5 - 4 years old systematically offends kids or hits toys in a store, this indicates either his psychological problems or gaps in upbringing.

The formation of a child's self-esteem, his value system - that is, important components of the personality - largely depends on the parents. Here are a few rules that child psychologists recommend for moms and dads to follow so that over time the child does not face problems associated with his perception of himself or the attitude of others around him.

1) Build adequate self-esteem. Never compare a toddler with other children - neither for the worse nor for the better. This is especially true for the comparison of personal qualities. If you really want to calm down the raging child, tell him: “look at Vasya, how he behaves calmly”! At the same time, the option “look at Vasya, what a good boy he is, and you are a naughty child” is unacceptable. The kid must understand that he is valuable in himself, and not in comparison with other children. If you want to praise a toddler, characterize him as “smart,” “kind,” “handsome,” etc. - without using degrees of comparison. 2) Encourage communication. Provide the child with maximum opportunities for communication with other children and adults: this way he socializes faster, learns from his own experience the rules of behavior in society. 3) Don't ignore the gender aspect of parenting.

From about 2.5 to 6 years old, the child goes through the so-called Oedipus phase, during which he must form the correct sexual self-identification and the first ideas about the relationship between the sexes. At this stage, be extremely attentive to your child, give him your love, but do not succumb to provocations, by your own example demonstrate to him how harmonious relations of spouses are built. In this case, the child will come out of a difficult phase with a clear motivation to build “correct” love with a member of the opposite sex. The wrong behavior of the parents can lead to the formation of the notorious Oedipus / Electra complex in the child or to other disorders. 4) Teach him ethics and morality.

Explain in detail to him what ethical principles underlie the interaction of people - what is “honest”, “fair”, “good”, “bad”. Some parents believe that it is not necessary to “powder the brains” of the child with such explanations - “he will grow up and wiser”. Meanwhile, the child's inability to measure his behavior with social norms can lead to numerous conflicts and further problems in communication.

2. An example of mother and father as a mechanism of personality formation

The democratization of public life entailed criticism of the authoritarian concept of upbringing, which provides for the subordination of children to the will of the teacher and parents. In this regard, the concept of "authority", as a cognate with the word "authoritarianism", has become very rarely used. And in vain, because the meaning of authority does not contradict modern trends in the humanization of education.

Authority (from Lat. Autoritas - power) - the influence of a person, based on knowledge, moral dignity, life experience. Sometimes authority is defined as a relationship in which one person dominates over another, in need of support. The superiority of parents who are authoritative for a child is determined by their maturity, and not by violence, not suppression of his personality. Being an authoritative parent means attracting a child with the strength and charm of your personality, leading and helping where you need it. Accepting this dominance of parents means for a child not so much submission as trust, gaining protection. The feeling of life confidence, which was mentioned above, is one of the needs of the child's psyche, so he needs to find support, support in the person of an adult, especially parents.

A.S. Makarenko wrote that for a child of the first years of life “... the very meaning of authority lies in the fact that he does not require any proof, that he is accepted as an undoubted dignity of an elder, as his strength and value, visible, so to speak, with a simple child's eye ".

For a small child, every adult is a natural authority, since in children's eyes he is the embodiment of strength, power, skill. This creates the illusion in some parents that they need not make much effort to maintain their authority. Such views are held primarily in families where upbringing is based on guardianship, dictate. Meanwhile, a preschool child is already able to distinguish between authority based only on physical superiority (older, stronger), from authority that has grown out of affection and respect. Love, attention to the child, caring for him - the first "brick" of parental authority. It will grow stronger in the eyes of the child as he “reveals” in the parents their high moral qualities, culture, erudition, intellectual development, skill and many other wonderful qualities. Responsible parents think about their authority, try to maintain it, strengthen it, at least not destroy it with unworthy behavior.

In a family, it is important to maintain the authority of each other, while remembering that it is difficult to win it, and it is easy to irrevocably lose it, especially in small daily skirmishes, squabbles, quarrels. Often, spouses, without thinking about the consequences, with or without reason in the presence of children, ridicule, insult and humiliate each other. This is especially often done in relation to the father.

Sociological studies show that many schoolchildren put the role of a father in third, fourth place when solving such questions as "Who would you like to take an example from?", "Who would you entrust your secret to?" Mother, brothers, grandfathers, grandmothers, peers are often assessed as authorities higher than the father.

Research also shows that boys are particularly susceptible to declining fathers' prestige in the family; in the conditions of "matriarchy" they assimilate the image of a man as a "superfluous being" and transfer this image to themselves. As a rule, the boy feels love and pity for the "secondary father", and perceives his father's humiliation as his own. But there are times when, having rejected the image of the father, the child will seek other masculine ideals, and it is not known where these searches will lead him. Girls are somewhat less vulnerable in this regard. They are able to orient themselves even to such a father, who has lost his position as the head of the family, if he is affectionate and kind with them.

2.2 Features of the educational influence of the parental example

If the moral and emotional side of family relations forms the emotional basis on which the building of the child's spiritual development is erected, then its orientation is determined mainly by the ideological level of the family team, the content of the social aspirations of the parents, their moral character, or rather, the content and goals. parent example. The latter is the implementation in actions, deeds of certain value principles, expressing the ideological and moral position of the individual.

A living parental example is a specific form of transferring the social, including moral, experience of the older generation to the younger, the most important element of the most complex mechanism of social inheritance.

The success of upbringing is determined by the unity of the following factors: the normative nature of the moral and emotional side of family relations and the social value of the parental example. Moreover, if the stressful, tense atmosphere of the family, even in the presence of high socially significant aspirations of the parents, is not able to ensure the normal development of the child, then it is no less problematic if the child grows up in a family with coordinated family relationships, but where the orientation and antisocial attitudes adults are negative. A positive emotional background will only contribute to the consolidation of the negative experience of adults in the child's experience.

The educational power of the parental example is extremely great. Practice constantly convinces us of this. As you know, in their behavior, children copy their parents in everything, down to verbal expressions and gestures. It has long been noticed that where adults are conscientious about work and the fulfillment of their civic duties, are friendly to people, honest, truthful, modest, etc., the process of moral development of children proceeds without any noticeable deviations and without much effort on the part of the parents. ...

The power of the influence of the parental example is convincingly evidenced by a number of studies. Interesting data in this regard were cited by T.N. Malkovskaya. It turned out that the specific circle of activities, interests, and predilections of fifth-graders of one of the schools (fishing, collecting, dog training, repairing a bicycle, etc.) identified by her has a parental example: these things were done by the fathers of schoolchildren in their free time. Moreover, to the question: "Do children have a favorite theater?" - they almost unanimously answered "yes" and named their city theater, although there were few at its performances. Everything turned out to be simple: the parents loved the performances of this theater.

M.G. Kozak was able to establish a curious relationship between the nature of the parents' self-esteem and the value judgments of children. In families in which parents and elders gave a correct assessment of themselves and those around them, children showed adequate skills and abilities. And vice versa, inadequate self-esteem of adults was reflected in the corresponding evaluative views of children: overestimated self-esteem led to the fact that the absolute majority of children had a very underestimated attitude towards others and overestimated towards themselves; in families with an underestimation of themselves by adults, children expressed very overestimated value judgments about others.

Even the reproductive attitudes of young people (attitudes toward the number of children in a family) demonstrate the tremendous power of a parental example. Studies, for example, record the fact that the attitude towards a third child is most often found among grooms who grew up in a three-child family, and less often among those who grew up in a small or large family. This attitude is even more pronounced among brides: those brought up in three-child families turned out to be oriented towards a third child three times more often compared to those who were brought up in families with few children, and twice more often than those who grew up in large families.

What is the power of influence of the parental example?

Parents are those individuals with whom the child is in direct contact from the moment of birth. The example of parents is the first social model to which he is oriented and on the basis of which he masters the forms and content of human relations. This is extremely important, because first impressions are the strongest, remaining for a lifetime, the first experience of social life is the most significant. Equally important is the fact that children are constantly focused on their parents. Being in everyday communication with parents, they reproduce and assimilate the way adults act, their manners, habits, and then their inner qualities, way of thinking, attitude towards fulfilling social duties, etc.

Of particular importance is the fact that this communication is specific, unique, because it is built on a feeling of love, affection for parents, sanctified by their authority, which greatly increases the power of the parent's example: it is absorbed much easier and faster. At the same time, parents influence him with all aspects of their personality: appearance, views, interests, attitude to work, to others, etc. He said it well.

A.S. Makarenko, addressing his parents: “Your own behavior is the most decisive thing. Do not think that you are raising a child only when you talk to him or teach him, or order him. You bring him up at every moment of your life, even when you are not at home. How you dress, how you talk to other people and about other people, how you are happy or sad, how you treat friends and enemies, how you laugh, how you read the newspaper - all this is of great importance for the child. The child sees or feels the slightest changes in tone, all the turns of your thoughts reach him in invisible ways, you do not notice them. "

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The connection between mom: how he perceives her

Each child perceives their parents differently. The closest person to a baby is his mother. The natural bond between mom and baby can be very strong and last for decades. The baby is able to recognize her among other women if the mother takes him in her arms. But how can such a small creature tell the difference between a mother? Firstly, the child recognizes her heart rate, and secondly, the smell, external signs are not yet interested in him. Up to 2 years of age, babies have a fairly strong psychological and physical connection with their mother. This attachment arises from the fact that she initially gives him food (breast milk). Therefore, the child is so sensitive to her psychological and physical condition. He perceives his mother as the only means for his existence.

Until the final formation of the baby's personality, the mother will be the most significant person for him, because she not only feeds him, but is also a reliable protection from the dangers surrounding him. Even behavioral traits are adopted by most children from their mother, considering themselves to be one with her. The bond between mom and baby can be maintained even at a certain distance.

Father image

Formation of the relationship "parent and child" occurs much later: acquaintance and contact with the dad is gradual. In order for the baby to recognize him as a family member, a certain time must pass, he must first get used to it. Initially, the child does not have a sense of consanguinity with the father. Basically, the fulfillment of paternal responsibilities and the formation of the image of a father begins when the baby leaves infancy, attachment to the mother weakens.

The main task of parents is to ensure that the child's need for protection and safety is met. At first, most of this task is assigned to the mother, and only over time is the father involved in it. In the future, dad, as the head of the family, should take full responsibility for the safety and protection of the baby. The formation of the child's idea of the correctness of the family structure, as well as his mental development, largely depends on how he performs this duty. The child perceives the father as a support and protection from negative external circumstances.

The baby and mother should see in the father and husband reliable support and protection, feel his strength. In those families where the mother plays a dominant role, all the same, children need to position their father only from the best side, otherwise they will not be able to feel love and respect for him. Thus, their perception of family roles will be disrupted, which in later life can lead to negative consequences.

Each of the parents should make every effort so that the baby understands and feels that mom and dad love him. The phrase “I love you” is not enough, because a child, especially a small child, still cannot think in abstract concepts, he does not yet perceive the verbal formulation.

Love is the most reliable basis for the harmonious development of a personality and a happy childhood. Kids raised in an atmosphere of parental love for each other and for him have higher self-esteem, self-confidence, grow up kind and generous.

Have you noticed what changes it has undergone the role of the father in the development of the child in modern society? In many families, the traditional way of family life has been violated, when the father is no longer the head of the family, but an addition to it. Of course, the men themselves are to blame for this, but in many ways also the mothers, who, in the process of upbringing, form in the child the wrong idea about the role of men in the family. Neither the first nor the second think about the consequences of such family relationships.

Even in antiquity, when the institution of the family was just emerging, the man was the breadwinner and head. With the passage of time, when the concept of "breadwinner" began to bear not a direct, but an indirect character, the image of a father in the perception of a child was inseparably associated with some profession, which was often passed on by kinship. Children began to take an early interest in what their father was doing, imitated him, and learned professional skills.

In spite of everything, in the subconsciousness of modern kids there is still a relationship: "father - head of the family - profession." Therefore, even if in your family mom earns more or goes to work every day, and dad works at home, try not to erase this associative array in the child’s mind. This can harm not only the child, but also the father, and in many cases the whole family, simply endangering its existence. If the child ceases to perceive the dad as the head of the family, then the very concept of "father" for him is devalued.

Dad for making money

If you focus the child's attention on the amount of money dad earns, this will lead to a deterioration in the relationship. Dad ceases to be interesting as a person, becomes an object for making money. The father acquires the function of an inanimate object. People need money to meet their needs, and the child, accordingly, also needs money. Over time, his attitude towards his father becomes simply consumerist. In today's world, adults often face this problem.

Often, the stories of parents that money is not easy to get, do not cause sympathy in children, they, on the contrary, only get irritated. It is clear that at some point parents feel upset that their children perceive them in this way. And if a mother can love her baby, then it is more difficult for a father to do it. Over time, the child's consumption attitude can lead to the fact that the family falls apart.

Perceptions of family and relationships

Some mothers themselves add fuel to the fire, not understanding the child's perception of the family, saying that since the father does not play and does not work with the child, then the baby shows only indifference to him. Dad perceives this situation in his own way, believing that the family is not interested in him, he as a person is not needed by anyone, he accumulates resentments. If parents begin to shift the blame on each other, the result will still be the father's departure from the family. Is it worth saying again that the harmonious development of the personality in an inferior family will not work?

How can you avoid this situation? Remember that family relationships between parents create conditions of comfort or discomfort for the baby. Just try to talk to your child about his father's work more often and show respect for what he is doing (even if you don't like it). You should not focus on material benefits, tell us better about what your dad does at work. Since everything is new for the baby so far, absolutely any activity will seem interesting and important to him. Remember that even the most boring job can be presented in such a way that the child will be carried away by this topic for a long time.

More recently, it never occurred to anyone to specifically form a positive image of a father in a child; it was he who was the breadwinner in the family. Today, when the social roles of women and men do not have clear boundaries, when the mother alone is able to put the baby on her feet, the question arises about the correct formation of the image of the father in the mind of the child. In such a situation, much depends on the mother, the child first of all listens to the words, opinion, it is her attitude towards the father that he adopts.

But how can a mother understand what qualities need to be emphasized in order to form a positive and respectful perception of a father in a child, if she has not had such an experience before? To do this, you just need to remember what qualities are valued in the stronger sex.

In our tradition, such qualities as kindness, nobility, courage, disinterestedness, intelligence, loyalty, willingness to help others, unpretentiousness, hard work, thriftiness, etc. have always been valued.

It is quite difficult to find an ideal that would have all the listed qualities, but there are several of them in every husband, just over the years we stop noticing them. Touching upon dad's dignity in conversations, it is worth emphasizing that these are not his personal characteristics, but the qualities that real men possess. Children will form ideas, help them in their own lives.

Family education

Parents and their role in family education are very important. Moms and dads should remember that the most important thing for the full development of the personality is not how much they earn, who often plays with the child or walks with him, who buys the best gifts, but what authority the parent forms from the very first days of the child's life.

How a child perceives parents determines his future fate and success in life. If the baby does not respect mom or dad, one of them sets the child against the other, then this will not bring anything good for the family and the child's character. Disrespect for the mother or father in the future will grow into disrespect for others, for his wife or husband, children.

Gender differences in behavior

When a child begins to realize the gender differences of children, to identify himself with a representative of one sex or another, his parents' perception also acquires a sexual character. This is why boys and girls see their parents differently. The difference in the behavior of children creates the conditions for the full development of the personality already in preschool age.

Girls

For them, the image of a mother is very important, when they themselves become women, in their subconsciousness the image of a little defenseless girl who wants to be close to her mother still remains.

Gender differences between boys and girls lie in the fact that maternal habits are passed on to daughters. Putting on high-heeled shoes, trying on mother's dresses and beads, a girl from an early age wants to be like her beloved mother. There is no need to fight the desire to be beautiful like mom, no need to scold her and punish her for ruining expensive lipstick or tearing her dress. On the contrary, try to support this desire of your own daughter, buy her, for example, baby cosmetics or a new dress, a beautiful headband or shoes. In the child's perception, the mother is the ideal to follow, so be it. It's better than having another sample, and not always a good one.

At first, the girls perceive their dad as something unusual and interesting, and behave coquettishly towards their father. Seeing strength, they begin to respect him. Observing how dad behaves with mom, the girl learns to build relationships with the opposite sex.

Boys

For the son, the mother plays a more modest role. The main thing that a son should learn from his mother is the correct attitude towards the opposite sex. Dad should teach the rest, using not a storytelling method, but a clear example of how a man should behave. If girls imitate mothers, then boys want to be like dad. Observing his behavior and actions, the baby subconsciously forms for himself the principles of his future behavior.

The influence of the family on the formation of the child's personality can hardly be overestimated. The most important life lessons a person takes in their own family. It would be completely unfair to belittle its importance and relevance. The influence of the family on personal development is enormous. From what the father and mother teach their child, his future fate, role in society depends. Without the necessary skills, a person cannot count on successful promotion, he cannot build harmonious relationships with his significant other. Consider the role of parents in shaping the personality of a child. What influence do they have on him? What should you pay special attention to when raising a son or daughter?

Relationship experience

In any case, the child in the family gets the experience of a relationship. He does not live in isolation, but from early childhood he has the opportunity to observe how adults interact with 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 a natural desire to be like them. Usually the boy closely monitors the behavior of his own father and tries to copy him. The girl, on the other hand, unconsciously reproduces the mother's behavior. This behavior is completely natural and speaks of normal development.

Of course, adults make mistakes too. Sometimes they do not notice that children learn negative lessons. The influence of family relations 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 in order not to set a bad example. Very often, parents make mistakes for which they are later ashamed. The experience of relationships is laid in childhood and remains with the 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 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 a lot of effort and patience in order to achieve a certain result. The family as a social institution of personality formation is of great importance. Only in a family can a person develop the skills necessary for later life. 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 a 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 the 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 the accompanying fears, doubts and insecurities. Overcoming difficulties and obstacles that are encountered on the way, a person necessarily becomes stronger. He finds in himself additional resources to achieve. Learning to cope with adversity requires developing the necessary skills. It becomes easier for someone 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 having a certain amount of time left.

Character

The upbringing of the child's character also takes place in the family. Parents strongly influence the formation of both positive and negative qualities of their child. Father and mother set an example that can become a source of inspiration for a son or daughter, become a kind of guide for them for many years. Part of the character is individual for each person, but there is a lot that society creates. The family has a direct impact on the character of the little person. The influence of the family on the formation of the child's personality cannot be ignored even in the case when 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 she tries to deny this fact. Even involuntarily, a person begins to reproduce the experience of his family in the future. The character of the person will be what he was allowed to form. 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, looking at a small child. The role of family education in personality formation is incredibly essential.

Social skills

Communication 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 of personality formation creates conditions for the all-round development of the individual. If a person did not have such support from close people, he would not be able to systematically move forward, be confident in his tomorrow.

The acquisition of social skills also takes place in the family. It is surrounded by close people, each child learns to communicate, build individual relationships. The social skills learned in the family will definitely come in handy later in life. As the child was treated in the family, so he will then treat himself and expect the same from communication with others.

The development and socialization of the personality in the family leaves a serious imprint on the person. As he is raised by his father and mother, so 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 blood relatives, how they reproduce similar situations, form identical events. Many people tend to complain about life in one way or another. But not everyone finds the strength to engage in self-improvement.

Work on yourself

Each person also learns in the family to improve their skills. It is impossible to imagine an individual who would not have absorbed the model of behavior of both parents. The influence of the family on the formation of the child's personality is, in fact, enormous. It is from their immediate environment that people endure the ability to communicate, trust each other, and build personal relationships.

Self-improvement is an essential step in building strong and trusting relationships. Usually parents teach this to their children, knowingly or not passing on these skills to them. The functions of the family are quite numerous. The formation of attachment and trust occurs at a subconscious level. A person sometimes does not even think about it, he simply lives by instinct, obeying the guidance of inner strength.

The development of a child's personality is influenced not so much by how others relate to him, so much by what his own parents taught him. It is next to close people that the majority pass their individual karmic lessons. If each person really worked on himself, the world would become kinder and more beautiful in many ways. The more a person is open to communication with others, the more happy she feels. The role of the family in the formation of a spiritually moral personality is extremely high.

Unfortunately, at present, not all families can boast that both parents are involved 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 vision 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 in our time, 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 what a father cares about. What is the impact of an incomplete family on the development of a child? 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!

An incomplete family in any case leaves a powerful imprint of inferiority on the personality. It is not necessary that a negative trait will develop in a person. Only he will always feel some loss, self-doubt, partly rejection and depression. After all, the child does not understand why his family is different from others, how he was guilty, often feels that he is as if worse than the 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 is very difficult to explain to a child, especially a teenager, why he lives only with his mother. In any case, there is some kind of impact on the psyche, on the ability to perceive the surrounding reality. The role of the family in shaping the personality of the child is truly enormous.

Honesty and decency

These two components are inextricably linked with each other. The acquisition of these character traits, no doubt, takes place in the family. A person simply could not develop them in himself on his own, or while experiencing negative manifestations on himself. Relationships in the parental family always become a model for imitation. Even if things don't go the way they would like, the child perceives them as normal, ideal for him.

The family, as a factor in the formation of the child's personality, undoubtedly has a strong impact on the individual. It could even be said that it is the determining factor that all others obey. The more decent and sincere the relationship in the parental family is, the easier it will be for the child to build his own family in the future. Why is this happening? It's just that a person learns from childhood to trust, build relationships on noble feelings, take care of loved ones.

Honesty and decency are essential ingredients for developing a happy personality. When a child grows up in a prosperous family, from a young age he begins to perceive joy and happiness as integral attributes of a normal life. He does not consider them an exception or something that must be fought for with all our might. In the family, he receives the skill of successfully overcoming all kinds of difficulties. This is a good experience that everyone should wish.

Self confidence

It turns out that even such personality traits are embedded in the family! Many people argue about this, but in the end they agree that without the support of those closest to you, you can hardly achieve something truly significant in life. Indeed, it is impossible to imagine a successful person without a strong and close-knit 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 the closest relatives and the second half, the more chances he has to realize the inherent potential.

Self-confidence is an essential component of a happy and self-sufficient life. However, most people cannot boast of unshakable self-confidence. Someone doubts about their talents and capabilities, others do not find sufficient reason to simply start acting. Sometimes too much time goes by in doubt and anxiety. If each person could realize their lasting value, the world would change. This is how education 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 opinion of his immediate environment. When an individual lives under the same roof with his relatives, then to some extent becomes dependent on their opinion. A person is emotionally influenced by the outside. Personal beliefs do not arise out of nowhere, they are formed in a family environment. Typically, parents pass on their personal views to their children. That is why, in many cases, children tend to rely on the opinion of their parents: they look for support and support in them. Their outlook on life becomes a personal conviction.

Moral values

These are the categories that are gaining 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 how they should act, obeying the voice of conscience. In many cases, they manage to find the right answer within their souls, to find a middle ground.

As a rule, life forces you to make ambiguous and difficult decisions that govern a person. Not always balanced decisions come from the heart, but they are guided by the voice of conscience. In some cases, a person is forced to sacrifice their own interests for 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, morality, undoubtedly affects the children. If a child grew up in love, care, he was taught to be patient with others, then in later life he himself will be based on the same concepts. Moral values are sometimes too strong to be defeated with just the mind.

Spiritual formation

Thus, the influence of the family on the formation of the child's personality is enormous. A small person fully absorbs the values of the environment in which he is most of the time. Moral attitudes and opinions are of great importance here. The more attention is paid to the child, the happier and more self-sufficient he will grow up.