Any violations in this area lead to negative consequences. In the short term, this has a negative impact on the child's upbringing process, because the child stops hearing parent instructions and reacting to them. So the mechanism of psychological protection from excessive intrusion into personal space works. In the long term, this kind of relationship can cause a persistent alienation, which is clearly manifested in the transition years.
To the most significant psychological aspects of the upbringing of children in the family, of course, is the formation of communicative skills. It is in the family that the child learns to communicate, learns the patterns of reaction not those or other circumstances, learns to interact with both close and distant people. At the same time, children try on themselves a variety of social roles: a younger family member, an older child in relation to a younger sister or brother, a member of a socially important group (be it a children's collective in a kindergarten or a school class), etc.
Let us note that in different families these processes proceed quite differently. The greatest opportunities for development are received, strange as it may sound for a modern person, children in large families. The micro-socium, which is each family, in reality can be maximally embodied only by the example of a family with two or three or more children. Here, the range of social roles that children fulfill in one or another circumstance is widened. In addition, communicative interaction in such families is much richer and more saturated than in a family with one child, for example. Younger children as a result receive greater opportunities for personal growth and improvement of their most diverse qualities.
Historical experience only confirms these observations of specialists. It is known that the famous chemist D.I. Mendeleev was the seventeenth child in the family, the third children were such celebrities of the past, as the poetess AA. Akhmatova, the world's first cosmonaut Yu.A. Gagarin, English writer and mathematician Lewis Carroll, classics of Russian literature A.P. Chekhov, N.I. Nekrasov and many others. It is likely that their talents were born and perfected in the process of family upbringing and communicative interaction in large families.
Of course, the psychological aspects of educating a child in socially well-off and less well-off families have their own characteristics. For example, if there are constant conflicts between parents in the family, or if the parents are divorced, the child is in a situation of severe psychological stress. As a result, the normal process of upbringing is violated. And we consider here quite socially safe families. But there is a whole layer of families where parents are people who drink, and they do not give their children positive examples of social behavior at all!
A huge number of divorces today encourages us to talk about this problem. After all, as a result, the integrity of the family center is violated, and the process of education for a certain period, in fact, is interrupted. And after recovering from the crisis, the child turns out to be in a completely different psychological situation than before. And he has to adjust to the changed conditions.
The upbringing of a child in an incomplete family is complicated by the impoverishment of his environment. In such a situation, children do not see a pattern of male behavior (and these families tend to live without fathers, it often happens when children are not raised by the mother, but by the father). Education in such conditions must necessarily take into account the indicated psychological aspects. In order to bring up a full-fledged personality, a mother in such a family must, on the one hand, preserve her natural femininity, fulfill the traditional social roles of the mother and mistress. But on the other hand, she is obliged at times to demonstrate a truly masculine firmness of character and exactingness. After all, children in real life must meet in their homes with both, and with another model of everyday behavior.
Huge additional opportunities for full-fledged education of children in an incomplete family gives the presence of positive patterns of male behavior from close relatives and friends of the male family. Uncle, for example, can partly take on the role of absent father, dealing with children, playing with them, doing sports, talking and so on.
Well, if the upbringing of children in the family will be based on cooperation and trust. We often forget that every child from birth is set for full-fledged cooperation with adults. For the sake of instant tranquility, convenience, silence, we often besiege children's impulses to communicate, to joint activity. Should we then be surprised that our correct external education does not give the expected results? But do not forget that contact with the child is never too late to restore. Simply in different periods it requires different efforts. Full-fledged harmonious relations in the family (and only they!) Will create a strong ground for positive pedagogical interaction. And then the results will not slow down!