THE PERSONALITY ISSUE OF A CHILD IN THE FAMILY AND SCHOOL ENVIRONMENT: A THEORETICAL PERSPECTIVE

Abstract

The purpose of article is to study the concept of formation and development of a child's personality, in particular, the specifics of its implementation in the family and school environment. It is stated that the fundamental principle for proper and effective upbringing, as well as educational success, lies in nurturing the idea of personality in young individuals. To appropriately analysis the issue of personality, this article presents key definitions and terms based on relevant literature. The terminological analysis of the concept of “personality” in relation to the younger generation is carried out. Analysis of the professional literature has shown that civilizational, anthropological and axiological crises has led to the on-going dehumanization of family, school, and work environments, with the concerning glorification of an instrumental and objectifying treatment of the human individual. It is stated that, a person's sense of identity is constituted by relating their own functioning to the behaviours and activities undertaken by members of other social groups. It was found that, treating young individuals subjectively requires actions directed towards prioritizing attitudes, followed by skills and knowledge. The discussion includes a dual image of personality, focusing on individuality and self-awareness on one hand, allowing individuals to develop a sense of identity in their behaviours and thoughts. On the other hand, personality refers to the social core, serving as a reference for all social behaviours and activities. Two primary environments play a crucial role in implementing the idea of subject-oriented treatment of a child: the family and the school. The success of the education process relies on their collaboration. It is essential for these social groups to be aware of the axiological and social significance of this idea. Reluctance towards treating a child as a subject not only leads to educational and upbringing challenges but also disrupts the psychosocial development of young individuals, negatively impacting their emotional, intellectual, and moral-social growth.