Международный научно-образовательный электронный журнал «образование и наука в XXI веке». Выпуск №13 (том 1)

Использованная литература: 
1.Иванова А.С. К.Д. Бальмонт – переводчик английской литературы. 
Иваново; СПб: издатель Епишева О.В., 2009. 192 с.
2. Чуковский Корней Иванович- Высокое Искусство М., "Советский 
писатель", 1968, 384 стр. Тем. план вып. 1968 г. Номер 361. 

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3.Бальмонт К.Д. Гений открытия. –СПб., 1999// Lib.Ru[электрон. ресурс]. –
Режим доступа: http://az.lib.ru/b/balxmont_k_d/text_0170.shtml(дата обращения: 
20.01.2107). 
4. Д. Самойлов. Сравнение перевода с оригиналом. Сб. "Редактор и 
перевод". М.. 1965. 

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ФИО автора:
Turahonova Barno Tursunboyevna (Teacher of the Department of 
Psychology, Andijon State University) 
Название публикации:
«THE ROLE OF THE FAMILY ENVIRONMENT IN 
THE FORMATION OF CHILDREN AS PERSONALS» 
Annotation: 
This article highlights the content and importance of the family 
environment in the development of children's individual characteristics. 
Keywords:
Family, environment, education, stimulator, authoritarian, regulator, 
character. 
The family is the most important link in the social environment that surrounds 
the child. Its impact on the formation of the child’s personality is immense, the 
child’s independence is relative, and in many ways he or she needs adult care and 
support. Parental thoughts and attitudes have such a great motivating force during 
this period that it serves as a regulator of behavior and a stimulator of mental 
development. Of course, the relationship in each family is unique and unrepeatable.
But there are also commonalities in the parent-child relationship. Relationships are 
often divided into "democratic" and "authoritarian" controls, depending on what 
methods parents use to control their children's behavior. For a “democratic” form of 
family influence on children, the following are typical: the child is allowed a lot, has 
a lot of contact with the child, is treated with trust and respect, parents try not to put 
unnecessary harassment, instead they teach children family rules seek to explain.
They try to answer their children’s questions as much as possible, satisfying their 
curiosity. The “authoritarian” environment in the family is characterized by a high 
number of excessive prohibitions against children. 
“Dominant” parents demand complete obedience from the child. In such 
families, communication aimed at explaining the rules of behavior to children is 
rarely conducted. 

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It has been found that there is a certain difference in the personal characteristics 
of children raised in “authoritarian” and “democratic” families. Children from 
“democratic” families tend to be more proactive in their social relationships, prone 
to creativity, striving for leadership, and denying conformism (group; submission to 
opinion). 
The psychological climate in the family, that is, the nature of communication 
with children, the way they are treated with love and attention, play a very important 
role in the formation of the moral image of the growing person. Therefore, the 
upbringing of a harmoniously developed person requires a healthy family 
environment. Since the role of the family in the formation and development of the 
child's personality is unique, family members must create a healthy family 
environment to ensure the mental development of their children. 
In a child’s mental development, his or her interactions with other children are 
important. His interest in his peers appears in the child at the end of one year, a little 
later than his interest in adults, but it becomes stronger, especially during the 
kindergarten age. 
The most severe punishment for a 4-5 year old is to deprive him of 
communication with his peers. It is impossible to consider and study a child’s 
individual development from the time he or she falls into a group of children without 
taking into account his or her relationships with members of the “children’s 
community”. Children strive for a community of their peers. However, they do not 
always succeed in establishing positive relationships with their peers. Some children 
are more active in the group and feel like “fish in water”. Some feel quite 
uncomfortable, insecure about themselves, dependent on others. Why is that?
Positive relationships with peers strengthen the child’s sense of solidarity and cause 
him or her to become more attached to the group. However, the lack of a positive 
relationship can make a child depressed and make him anxious or aggressive. 

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