Family education: styles and types. Their characteristics and influence on the child

The family is the first social institution in a child’s life. The basics of personality laid down by the family in the first years of life will not be changed or replaced by either kindergarten or school in the future. What a person is like in adulthood is largely the result of family upbringing. Which styles and types of family upbringing create geniuses and which create criminals? Is there such a connection at all? And is there a “counterbalance” to family education? Let's figure it out.

“A child can be nurtured without love, but education devoid of love and human warmth will never succeed in making him an independent person.” - Donald Winnicott.

Primary socialization of the child as the main function of the family

In psychological terms, the family determines the primary socialization of the child. Kindergarten, school, university – secondary socialization. Naturally, the primary is more important. It lays down the basic ways an individual reacts to problems, behavior patterns, and attitudes. What is meant by primary socialization:

mastering language and emotional structure;
mastering the basic value norms and meaningful ideas of society.

The purpose of primary socialization in the family is to form in the child social responsibility and the ability to subordinate the individual to the general.

A child's socialization goes through imitation and identification.

Through imitation, the child learns elements of culture, skills, traditions, and rituals. But for imitation, that is, imitation, there must be an example. And these are the parents.
Identification is the acceptance of norms and beliefs as one’s own (or non-acceptance). At this stage, all is not lost. And even if the family is dysfunctional, but the child is influenced more favorably from the outside, he may not accept the example of his parents. A clear example: in a family of alcoholics, children usually have two scenarios: to repeat the image of their parents or, on the contrary, to categorically not accept alcohol. There is very rarely a middle ground.

When family members fail to fulfill their responsibilities and rights, disharmony occurs in the family. Due to disharmony – dysfunction. When the family and other institutions of public education are dysfunctional, maladaptation of the child and social maladjustment arise as a mass phenomenon. This in turn leads to desocialization, which is what is observed in modern society.

Chaotic and indifferent style

In the case of a chaotic style, parents have different opinions regarding the parenting model. Each family member has their own point of view and considers it the only correct one. Often the mother experiences emotional swings.

In such situations, children become uncontrollable and do not take into account parental demands. They suffer from imbalance and do not feel protected. They want to somehow organize the world around them. As adults, they are usually characterized by irresponsibility and childishness.

An indifferent approach to education assumes the absence of any control on the part of adults. The same goes for the relationships themselves. Parents do not interact with their children in any way, do not engage with them.

Either they work too much or they don't care what their children turn out to be. Everyone is busy with their own personal problems. This behavior causes the development of a negative self-esteem in the child, who feels unimportant and useless.

Educational potential of the family

The family is the link between the child and society and other social institutions. Moral standards, rules, morality are laid down in the family, moreover, in the first 5 years of a child’s life. Such universal human values as honesty, justice, kindness, loyalty, generosity, selflessness, etc. are formed.

Otherwise, selfish behavior and destructive aspirations (aggression, hostility, anger, hatred) may develop. Ultimately this will probably lead to immoral behavior. Then the person will pose a danger to society and himself. Therefore, the value of family education is limitless for society.

As part of family education, the following is carried out:

patriotic;
ethnocultural;
aesthetic;
moral;
physical;
sex and gender education.

The family is the first pedagogical system into which a child finds himself. Moreover, he is constantly in this system. This means that every parent’s action, word, gesture has educational significance. Family education is carried out constantly, every day, within the framework of the shared life of children and parents.

This is the uniqueness of family education: its continuity and duration, its more emotional nature and lasting influence.

In the modern world there is a decline in the educational potential of the family. There are several reasons for this:

lack of time for upbringing due to excessive workload of parents;
lack of time spent together and communication between children and parents;
the growing value gap between generations, and as a consequence - their alienation;
increasing the influence of external unfavorable factors on the microclimate in the family.

As a result, the relationship between parents and children suffers quantitatively and qualitatively. Firstly, there is a lack of time together. Secondly, there is a lack of understanding and trust in the relationship.

The personal characteristics of the parents also have a significant impact on the family. Negatively affects:

instability, inconsistency of personality;
inadequate self-esteem;
diffidence;
egocentrism;
accentuated character traits;
excessively expressed nature of processing of feelings and experiences;
inflexibility of thinking.

The attitude of the parents towards the child will determine the attitude of the child towards himself later.

Article:

The type of family upbringing, as an integrative characteristic of parental value orientations, attitudes, emotional attitudes toward the child, and the level of parental competence, is a significant factor in the formation of the self-concept in childhood and determines the child’s cognitive development and his position in relation to the world.
The classification of types of family upbringing should be based on such parameters as emotional acceptance of the child by parents, interest in the child and care for him, exactingness towards the child, democracy or authoritarianism in family relationships. The following parameters of family upbringing types are identified: intensity of emotional contact of parents in relation to children (acceptance-non-acceptance), control parameter (permissive, permissive, situational, restrictive), consistency - inconsistency in the implementation of the parenting style, affective stability - instability in relationships with the child, anxiety (non-anxiety) as a personal trait of parents, manifested in communication.

Depending on the various combinations of the above parameters, six types of family upbringing are identified: rejection, indifference, overprotection, demandingness, stability, love. Moreover, only the last two types of family education provide opportunities for the optimal development of a harmonious personality.

Inadequate types of family relationships are characterized by a number of distinctive features:

A low level of cohesion between parents and the presence of disagreements in the family on issues of raising a child and a high degree of contradiction and inconsistency in relationships with children.
Pronounced guardianship and restriction in various areas of children’s life – at school, at home, in relationships with peers.
Increased stimulation of children's capabilities, accompanied by an overestimation of the level of demands on the child, frequent use of condemnation, reprimands and threats.

The following 10 types of family upbringing have been identified: hypoprotection, dominant hyperprotection, pandering hyperprotection, pandering hypoprotection, upbringing in the cult of illness, emotional rejection, cruel treatment, increased moral responsibility, contradictory upbringing and upbringing outside the family.

Hypoprotection is characterized by a lack of guardianship and control, true interest and attention to the child’s affairs, and in its extreme form – neglect.

There is also hidden hypoprotection, when control over the life and behavior of a child is formal. Hidden hypoprotection is often combined with hidden emotional rejection.

Conniving hypoprotection is characterized by a combination of a lack of parental supervision with an uncritical attitude towards violations in the child’s behavior.

Overprotection negatively affects the development of independence, initiative and the formation of a sense of duty and responsibility in the child.

Dominant hyperprotection manifests itself in excessive guardianship, petty control, a system of continuous prohibitions and the inability for the child to ever make his own decisions. Excessive control reveals the desire of parents to protect children, monitor their attempts to do something in their own way, limit activity and independence, prescribe a course of action, scold them for the slightest mistakes, and resort to sanctions. This intensity of educational activities is perceived by the child as psychological pressure. An increased level of care is often associated with the parents' unfulfilled need for affection and love. Parental motives for hyperprotection: anxiety caused by the family situation and character traits, psychogenic-determined fear of misfortune with the child, fear of loneliness, need for recognition, dominance in communication, unsociability, neurotic manifestations.

Indulging hyperprotection is an upbringing of the “child is the idol of the family” type. Characteristic features are excessive patronage, the desire to free the child from the slightest difficulties, to satisfy all his needs. This leads to an increase in egocentric tendencies in personality development, complicates the formation of a collectivistic orientation, the assimilation of moral norms, and prevents the formation of purposefulness and arbitrariness.

Education in the cult of illness is specific to a family where the child has suffered or is suffering from somatic chronic diseases or physical defects for a long time. The child’s illness acts as the semantic center of the family’s life, its worries and troubles. This type of education contributes to the development of egocentrism and an inflated level of aspirations.

Emotional rejection has a particularly difficult impact on a child’s personality development. The picture gets worse when other children in the family are accepted by their parents (the so-called Cinderella situation). Hidden emotional rejection is when parents refuse to admit to themselves the actual emotional rejection of their child. Often, hidden emotional rejection through the mechanism of overcompensation is combined with emphasized care and exaggerated attention of parents to the child, which, however, are formal in nature.

Abuse is usually combined with emotional rejection. Cruel attitudes can manifest themselves in open form (severe punishment for minor offenses or disobedience), or in hidden form, such as mental indifference, callousness and evil in relation to the child. All this in most cases results in the development of the child’s aggressiveness and personality disorder.

Increased moral responsibility as a parenting style is characterized by an increase in the level of parental expectations regarding the future, success, abilities and talents of the child. This may involve assigning overwhelming and age-inappropriate responsibilities to a child as one of the adult family members (for example, caring for younger children) or expecting the child to fulfill their unfulfilled desires and aspirations. The predominance of the rational aspect in education is excessive moralizing and demandingness, formality in the approach to the child, which largely leads to asexual upbringing and the emotional flatness of the child, his inability to fit into an emotionally charged, ambivalent situation.

Contradictory upbringing is a combination of different styles in one family, often incompatible and inadequate, which manifests itself in open conflicts, competition and confrontation among family members. The result of such upbringing can be high anxiety, uncertainty, low unstable self-esteem of the child. The inconsistency of upbringing contributes to the development of internal conflict in the child. No less difficult for a child are manifestations of inconsistency in relationships with the child, associated with parents’ misunderstanding of their own parental position and unreasonable changes in prohibitive and permissive approaches to education. Often, inconsistency in raising a child is due to the fact that parents love a certain model of an ideal child, and a real one only when he meets expectations.

Parenting outside the family is an extreme type of parenting. This refers to upbringing in a children's institution, which combines the features of the types of upbringing described above.

The following 6 types have the most important practical significance when organizing work with parents: pandering hyperprotection, emotional rejection, dominant hyperprotection, increased moral responsibility, neglect, abuse.

The success of correctional work is largely determined by the characteristics of the parental position. Three criteria for assessing parental positions can be distinguished: adequacy, dynamism and predictability. Adequacy characterizes the parents’ orientation in the individual psychological characteristics of the child, his age traits, as well as the degree of awareness of these characteristics. Dynamism is determined by the degree of mobility of parental positions, the variability of forms and methods of communication and interaction with the child (the perception of the child as an individual, the degree of flexibility of communication with the child in various situations, the variability of forms and methods of influence on the child depending on age). Predictiveness reflects the ability of parents to foresee the prospects for the child’s development and to restructure their interaction with the child.

Tasks of family education

The tasks of family education include the following:

Creating the most favorable conditions for the spiritual, physical and moral development of the child.
Ensuring the socio-economic and psychological protection of the child in the family.
Transferring the experience of creating and maintaining a family, raising children in it.
Teaching children the necessary skills to care for themselves and loved ones.
Developing self-esteem.
Formation of the child’s social activity and social resistance to the negative influence of the environment.

Classification of violations

It is not always possible for parents in a family to adhere to a certain type of upbringing throughout the child’s life. They often make mistakes that come under the close attention of psychologists and are clearly classified. The types of family education disorders can be summarized in the following list:

binding;
rejection;
delegation.

Bonding is characterized by regulated and stereotypical communication that develops between parents and children. Adults comment rather harshly on all the child’s actions, which deprives them of initiative. As a result, they completely refuse to make decisions, become infantile and socially maladapted. This significantly slows down their emotional development.

Rejection causes a child to give up his wants, needs, and overall character. Relations with his parents convince him of the inconsistency of all his actions and their wrongness. In the case of young children, this can lead to autism.

When delegating, parents, consciously or not, transfer their own ambitions and dashed hopes to their children. The child's victories, which are not related to parental ambitions, are completely ignored, and he turns into a puppet. Psychologists say that such a violation in upbringing can affect even an adult and already formed personality. Such young people always live based on the approval or censure of their parents. This connection is almost impossible to break.

Of course, it is very difficult to raise a child without making mistakes and without making annoying mistakes. Every parent dreams of becoming the best for their children, so they are ready to do everything possible to achieve recognition. As psychologists advise, you should not be afraid of mistakes, the main thing is to have time to correct them in time.

Principles of family education

The principles of family education that determine the successful development of the child include:

humanity (children are easy when they are welcome, and not vice versa);
openness and trust in relationships;
sequence of requirements;
favorable socio-psychological climate in the family;
inclusion of children in family life;
help and support of the child in any situation.

Accordingly, the following are considered good conditions for education:

emotionally positive relationship between spouses;
love and respect of family members;
attention and discipline;
spending time together;
physical contact with children (hugs, stroking).

What to do when you have problems raising children?

When difficulties arise with the upbringing or behavior of children, it is worth going to an appointment with a family or child psychologist. Moreover, it is advisable for both parents to attend the consultation, because everyone is a participant in the process, and, therefore, his position and behavior need professional analysis.

Disharmonious types of education can and should be improved. It is best to do this in tandem with psychologists and at the earliest possible age of the child, because after 16 years in most cases it is too late.

Disharmonious upbringing of a child in adulthood can manifest itself in the form of addictions, infantilism, neuroses, and various complexes. Therefore, if you have problems, it is important to promptly contact specialists for help.

If you want to solve problems with children and make their upbringing more effective, contact our Center!

Family parenting styles

“Dependence on parents, which is instilled in children as the virtue of obedience to parents, is an expression of unregulated parental power,” Francoise Dolto.

There are 3 main pedagogical styles of parenting in the family. Each of them affects the child in its own way.

Authoritarian

Parents suppress the child and use their power. Children end up growing up gloomy, distrustful and passive.

Conniving

Parents have little involvement with their children. Essentially, he is left to his own devices. Children with such upbringing do not know how to make plans and achieve goals, and are not persistent.

Democratic

Parents contribute to the development of the child, encourage his interests and develop his abilities. Children grow up inquisitive and active in all areas of life, and are independent.

There is a more expanded classification of family parenting styles:

Family idol. The child is always the center of attention, his slightest whims are satisfied. Permissiveness and praise do not benefit the future personality; the child grows up selfish and with inadequate self-esteem.
Cinderella. The child lives in conditions of punishment and abuse. He does not receive emotional support. In the future, he will be a quiet, downtrodden person with low self-esteem and, possibly, hidden aggression.
Overprotection. The child does not have the right to choose; his parents decide everything for him. As a result, he grows up passive and dependent, not ready for independent life.
Inconsistency and contradiction. It comes in two models: “carrot and stick” or a mismatch between mom and dad’s styles. The child’s personality becomes unstable, duplicity and uncertainty, and internal conflicts develop.
Hypocustody. Raising a child is left to chance. As a result, the child is raised by the street, the Internet, or someone else. There are many development options, but most of them, unfortunately, are unfavorable.
Conniving and condescending. Parents do not punish the child or purely formally point out unwanted behavior. In this situation, the child grows up in the belief that “nothing will happen to him.”
All-round defense. Parents do not listen to outside opinions about the child’s unacceptable behavior; they themselves do not notice it and believe that their child is always right.
Demonstrative. Parents exaggerately emphasize the “hooligan disposition” of their “tomboy and lack of hearing.” They pretend to be worried, but they themselves are proud of the child’s behavior.
Pedantically suspicious. Parents show total control and distrust. The child becomes anxious, nervous, and aggressive.
Severely authoritarian. The child has no right to vote, no choice, and his objections are not accepted. The child grows up shy, withdrawn or aggressive.
Exhorting. Parents show their position only in words. As a result, they lose authority in the eyes of the child. The child becomes his own master.
Expanded scope of parental feelings. Parents violate the child’s personal space, want to know everything, and do not leave him any personal secrets. This is fraught with aggression, internal conflicts of the child, and distrust of people.

Strict rules - authoritarian approach

Often parents treat their children with great severity, punishing them for the slightest mistakes. The instructions of the mother and father must be strictly followed. The child's point of view is not taken into account. Children are punished for bad behavior without any explanation.

The dictatorial model of upbringing presupposes extremely strict restrictions on the independence of children and a “cold” attitude towards them. Parents believe that this method will allow them to raise an obedient, responsible and efficient person. However, as a rule, the result does not meet expectations.

Using an authoritarian parenting style often has the following consequences:

Children with a powerful inner core begin to actively rebel, quarrel with their suppressive parents, and strive for independence and freedom at any cost. As teenagers, they often fall into “bad” companies and run away from home, expressing their protest.

A child with a weak character is afraid of his mother and father, and experiences a strong fear of punishment. In the future, such children become unsure of themselves, overly timid, joyless and withdrawn.
Some follow the example of their parents and subsequently create families using a well-known parenting model.

Mom and dad who practice dictatorial style should understand that they cannot put pressure on the baby, they need to allow the child to be independent, then he will be able to express himself better.

Characteristic

The authoritarian style is characterized, as mentioned above, by rigidity. It includes such educational tools as coercion, orders, threats, criticism and other manipulations that can cause feelings of fear, shame and necessarily guilt.

The ultimate goal is obedience. So that he understands how wrong and imperfect he is, unlike his parent.

Accordingly, to feel shame and guilt for this, which will stimulate him to meet the expectations of the people who “love” him. Who believe that he is simply devoid of will and the ability to make decisions. Unable to manage their activities and make choices.

Violence is not only physical, sometimes the most complex, causing deep psychological trauma, is directly moral. To cripple another person, you don’t have to beat him, you can simply deprive him of his will and constantly criticize him.

Parental Settings

Parenting style is the attitude towards all children and education as such. Parental position (attitude) – attitude towards a particular child. There are 4 types of parental settings.

Acceptance and love

Parents' catchphrase: “The child is the center of my interests.” Parents spend a lot of time with the child, do things together, and show affection. As a result, the child develops normally and experiences a feeling of closeness with his parents.

Explicit rejection

Catchphrase: “I hate this child, I won’t worry about him.” Parents are inattentive and cruel to the child, avoid contact with him. As a result, the child grows up to be an emotionally undeveloped person, aggressive, and with criminal tendencies.

Excessive demands

Motto: “I don’t want a child the way he is.” Parents find fault with the child, constantly criticize and do not praise. In the future, the child is characterized by frustration and self-doubt.

Overprotectiveness

Motto: “I will do everything for my child, I will devote my life to him.” Education is characterized by excessive indulgences or restrictions on freedom. The child grows up infantile (especially in terms of social relationships) and not independent.

Liberal model: characteristics

Freedom. Adults adhere to the slogan: “Freedom is everything.” Therefore, they take absolutely no part in raising their child. He has no restrictions. He does what he wants. The main thing is to be happy. Only such absolute freedom is more reminiscent of permissiveness, which leads to anarchy.
Equality. There is no pressure or manifestation of power, each family member is in the same conditions. Everyone is equal to each other.
Lack of control. The baby gets the experience he needs. Therefore, if he wants to learn something, he must come to this decision himself and figure out how he can gain knowledge and skills. That is, there is no control over his actions. He climbed somewhere, which means he needs to satisfy his curiosity and no one will interfere with this process. Therefore, this style of parenting is also called permissive.
Lack of support. Are there any difficulties or problems? Decide for yourself, gain experience. No one will fuss and correct other people's mistakes.
Adoption. Adults do not place any hopes on their child. They accept him as he is. Do you want to be a cleaner, and not like dad, a business manager? Well, please, it’s your right, since you see your calling in this profession.
Confidence. You can discuss any topic without fear of being scolded or denied information on any issue. Again, thanks to acceptance, he may seem imperfect, with a lot of shortcomings, but at the same time he will still remain a beloved son or daughter. Without experiencing rejection or devaluation, which inspires a lot of trust.

Types of family relationships

If we talk about type, then we are talking about the very relationships between family members: beliefs, attitudes, values. If we talk about style, then this is the purely pedagogical behavior of parents: techniques, methods, methods. The following families can be distinguished by type of upbringing.

Diktat

The name speaks for itself: parents dictate to the child how he needs to live. This type:

negatively affects the development of the child’s initiative, self-confidence, self-esteem;
provokes the development of inadequate self-esteem, dissatisfaction of many needs, including higher ones (self-development, self-affirmation, self-realization).

Guardianship

We are talking about excessive parental care for the child. With this type, two outcomes of socialization are possible:

the child ultimately turns out to be unprepared for life, he is irresponsible, objectively and subjectively disadvantaged;
the despotic orientation of character is noted.

Non-interference

Parents are indifferent to the child’s life, they have no authority in his eyes and are not a significant group. The consequence is the alienation of the child.

Confrontation

It involves confrontation between parents and child, each side defending its opinion. Consequences of this type: inadequate self-esteem, mechanisms of conflict interaction, negative personality traits (rudeness, scandalousness, cynicism, etc.).

Cooperation

The optimal and desirable type of education for successful socialization. This is interaction, family cooperation, mutual respect.

Overprotection

Alternative name : caring, child-centered.

With this type of upbringing, parents with the best intentions limit the child in everything. They are too worried, afraid that something will happen to him, so they try to protect him from any misfortunes through prohibition, manipulation and total control. The child does not have personal space, some of his interests (what the parents consider dangerous) are suppressed.

How does this style affect the psychological development of a child? He becomes infantile, dependent, fearful. Some children become aggressive, especially during adolescence. Trying to get out of parental care and defend their boundaries, they behave defiantly. In addition, children from overprotective families tend to lie and deceive (try to tell such parents the truth - they will forbid it).

Motherly attitude

In particular, I would like to consider the influence of a mother’s relationship with her child on his development. It has been scientifically proven that this connection is the fundamental basis of all human development.

First type

Such mothers easily and quickly adapt to the needs of the child. Their behavior is supportive and permissive. Mothers of this type do not set specific goals, but wait until the child is ripe for something.

Second type

Mothers of the second type try to consciously adapt to the needs of the child, but not always successfully. Because of this, the mother’s behavior becomes tense and the relationship with the child becomes formal. Such mothers are more likely to dominate.

Third type

Mothers behave like mothers only out of duty, they do not experience any feelings. They tightly control the child, show coldness, are very categorical and cold-blooded in matters of teaching something (they do not take into account the development of a particular child).

Fourth type

Mothers are inconsistent in their behavior. They do not adequately address the age and needs of the child. Educational methods and reactions to the child’s behavior are contradictory. They do not understand their child well.

The last type is the most unfavorable for the child; it creates anxiety and uncertainty in the child. The first type is the most favorable. It instills in the child a sense of control over his own life.

Psychological requirements for family education

In order for family education to benefit the child, it is important to adhere to the following principles.

Before cultivating any feeling, quality, attitude, it is necessary to form in the child a need for this feeling, quality, attitude. That is, create a motivating situation.
It is important to pay great attention to assessment (verbal). This is reinforcement for desired and undesirable actions. Moreover, more emphasis needs to be placed on positive behavior. As a rule, parents, on the contrary, scold more often and more strongly, but forget to praise for something everyday and (seemingly) insignificant.
Any personality quality must be formed in the process of activity, and not in words. All basic activities are available in the family: work, communication, play. But it is important to consider the age of the child.
When raising something, it is important to focus on the sensory sphere rather than the intellectual. The child must feel every quality.
You need to focus on the positive qualities of the child and respect his personality.

Typology of James Michael Baldwin

It is worth noting that many practicing psychologists often used their own typologies of parenting styles in their work. For example, D.M. Baldwin singled out only two styles, however, without excluding or refuting the work of his colleagues. The psychologist described the following types of education:

democratic;
controlling.

The first type involves a very close connection between parents and children at all levels. The child is gently guided by adults and can always count on their support. At the same time, parents always include their child in all family affairs; he is a full-fledged member of the family, bearing his share of responsibility and having the right to meet his own needs.

The controlling type is characterized by clear restrictions on the child’s behavior, the reasons for which are always explained to him in detail. On this basis, conflicts do not arise between parents and children, because all prohibitions are introduced on a permanent basis and are understandable. Interestingly, understanding the essence of prohibitions supports mutual understanding between all family members.

Good manners

Good manners are the result of upbringing. It manifests itself externally (compliance with norms and rules of behavior) and internally (moral attitudes and motives, moral choice). There are two levels of child upbringing.

High level

A large stock of moral knowledge (attitude towards oneself, work, another person, society). Coherence of knowledge with beliefs and motives. Unity of beliefs and actions. A single personal worldview. Developed willpower, goal-setting ability. Bringing things to completion despite difficulties. A person is self-confident, positive emotions and feelings prevail.

Low level

Ambiguous ideas about what is moral and what is immoral. Personal motives diverge from social norms of behavior. Moral knowledge and beliefs are inconsistent. Goal setting is “lame”: goals are unrealistic or situational, and are easily destroyed at the slightest difficulty. The person is anxious and unsure of himself, negative emotions and feelings predominate.

Afterword

The family for a child is a micromodel of society. It shapes life attitudes, social values and personality orientations in childhood. The experience acquired by children at a certain stage of life is determined by the characteristic characteristics of the family: tastes, life values and goals, and everyday life.

V. A. Sukhomlinsky wrote: “Wonderful children grow up in families where father and mother truly love each other and at the same time love and respect people. I immediately see a child whose parents deeply, heartily, beautifully, and devotedly love each other. This child has peace and tranquility in his soul, deep mental health, sincere faith in goodness, faith in human beauty, faith in the word of the teacher, subtle sensitivity to subtle means of influence - a kind word and beauty.”

Children deprived of parental attention and supervision join the ranks of street children, criminals, and become involved in addiction and other types of deviant behavior.

In general, the success of the educational function of a family depends on its educational potential: material and living conditions, the size of the family, and the nature of the relationships between its members. The nature of the relationship includes the emotional, work and psychological atmosphere in the family, the education and qualities of the parents, their experience, family traditions and division of responsibilities.