FAMILY EDUCATION STYLES AND THEIR INFLUENCE ON THE FORMATION OF A CHILD’S PERSONALITY

Abstract

The relevance of the study is due to the fact that it is now becoming important to consider the availability of the necessary factors for the successful development of the child. These include the psycho-emotional characteristics of the student, which are inextricably linked with the family system. The period of childhood is, on the one hand, the period of formation of individual abilities, and on the other, the time when the child is not emotionally separated from his family. The family system has the maximum impact on the psycho-emotional state, as well as on the disclosure of creative abilities. According with the opinion of L.S. Vygotsky that primary school age is a special period in a person’s life, we investigated children of this particular age group. Purpose of the study is to investigate the infl uence of parenting style on child development, as well as the relationship between parenting styles in families and the level of creativity in primary school children. The study sample included primary school students aged  to  years and their parents. Research methods included the technique for identifying the styles of family education by S. Stepanov, techniques for identifying the educational position (measures of care) of parents to a child by I.M. Markovskaya, Kettell’s multifactorial personality questionnaire for children from  to  years old (boys, girls), methods for identifying creative thinking - Torrens’ diagnosis of creativity. Study results. Relationships between parenting styles in families and the level of creativity in primary school children, as well as features of parenting styles, were identifi ed and described. A meaningful analysis of theoretical and empirical material was carried out, during which ideas about the relationship between the styles of upbringing in families and the level of creativity in primary school children were expanded. During primary school age, the upbringing style is an important factor that determines the psycho-emotional state of the child and the disclosure of the potential of creative abilities, as well as the development of such signs of giftedness as social courage and verbal intelligence. The results obtained can be used in the practice of family and child counseling, in the curriculum of training courses on family psychology and child-parent relations, school education programmes, etc.