PSYCHOLOGICAL AND PEDAGOGICAL FEATURES OF THE RELATIONSHIP BETWEEN PARENTS AND PRIMARY SCHOOLCHILDREN

Introduction. Family is the most important part of bringing up a healthy, full-fledged child as an individual. Harmonious relationships in the family make it possible to form their emotional intelligence, which later becomes the basis of the children's ability to socialize in society. Children grow up healthy in a happy family. At primary school age, parents remain the main factor in the child's personality formation. Proper parenting determines interpersonal relationships, position in society, emotional state, moral development, etc. One of the main prerequisites for the healthy development of primary schoolchildren and his/her development as an individual is growth in emotionally stable relationships in the family. Personality develops harmoniously only when he/she grows not in isolation but in combination with the social environment, interpersonal communication, and parental care. Purpose. The article aims to justify the psychological and pedagogical features of the relationships between primary schoolchildren and their parents, and their influence on the development of the child's personality. Methods. A diagnostic approach to studying the peculiarities of the relationship between primary schoolchildren and their parents was used during the research. Results. The beginning of a child's studies at school presupposes a restructuring of his/her relations with the parents. These relationships are changing due to the emergence of new rights and responsibilities for both children and adults. Parents have to meet the new needs of schoolchildren related to learning and stimulate and monitor their success during such periods. The appearance of the teacher as a new authority for the child becomes a psychological test of the parents' educational strategy, at the same time they have a new important function – providing emotional support for the child in learning, softening adaptive processes. Under such conditions, control of the child's well-being at school is not the focus of the parent's relationship with the primary school pupil. Originality of the article is in substantiating the relationship between primary schoolchildren and parents as a determinant factor in the development of the personality, styles of child-parent relationships, and the role of education in the relationship between parents and primary schoolchildren, conflicts between pupils and parents. Conclusion. The main reasons for the parents' misunderstanding of primary schoolchildren are the failure to take into account their age needs, emotional and physical capabilities, and the inconsistency of the demands and expectations of adults. What parents expect from their children may not always come true and a conflict occurs. Primary school children are not yet formed as individuals, they depend on their parents, and they are characterized by unformed motivation to study. Parents cannot always help the child in solving problems related to adaptation to school, communicating with the teacher, and establishing interpersonal relationships with classmates and peers, but they can provide this support at home, helping and supporting. Therefore, to develop a harmonious relationship, parents should get along with their child and be an example for him/her.