The family environment as an external factor of development of creativity

Abstract

The article is devoted to the theoretical analysis of the family education factors that influence the development of children's creative abilities and the empirical study of the styles of parent relationship in the families of children with different levels of creativity. The relevance of the study of the family environment problem as an external factor of development of children's creativity is substantiated. Researchers of creativity give a decisive role to the microenvironment in which the child is formed, and, primarily, to the influence of family relationships. Currently, consideration of the children's creativity development in the family is the least studied branch of psychology of abilities and the most actual problem of family education. The factors of family education, which influence the development of the child’s creative abilities are highlighted: the position of parents concerning the child’s development and the ways of influencing it; the family’s attitude to the development of the child’s abilities; the style of parent-child relationships; the style of child control and guidance; the family composition and relationships within it. The significance of connection between the styles of family education and the level of creativity development of elementary school children is empirically determined. The characteristic features of relationships between parents and children in each of the studied groups are distinguished: in the families where the children show the high level of creativity development, the type of parent-child relationships “cooperation” is typical; the most typical style of parent-child relationships in the families whose children show the low level of creativity development are «rejection» and «authoritarian hypersocialization».