Pre-school age is an intensive period in the life of a person which offers great potential for development. The dimensions of the impact of the social environment (children, parents and other adults) on the child’s personality are multifaceted. This accounts for the emphasis on social norms, goals and ideals. Education is the one factor that can best provide the socialization of adolescents.The changes in modern society have led to redefining the parenting patterns for bringing up children. The role of the family as an environment for transferring social experience has never lost its significance. Children need continuous care in order to handle societal failures; they need support for mastering the culture of behavior, as well as timely and appropriate help for ensuring conflict-free communication and for enabling them to take responsibility for their own choices and actions.Psychological studies show that various factors influence both the upbringing of children as well as the parents’ attitudes towardsthem. The relevant factors include: the childhood experiences of the parents; the unrealized needs of the parents; interpersonal relations in the family that are characterized by emotional depth and style that are considered to have established "a standard".The parameters of the actuality of the research problem are based on the interrelationship of the social and educational aspects that are related to the position of the child and his personal assertion in society:- Atpre-schoolage, thechildgraduallyfitsintothesocialsystem, whichistheresult of learningexperiences, actionsandrelationships, awarenessandrediscovery of theselfandtheworld of otherpeople.- Thechildbecomesaware of thenorms of behaviorandthemeaning of actions–their ownandother people’s - andlearns to takeresponsibilityfortheiractions.- Oneyearbeforeschool starts, the childdevelopstheability to accepttheposition of othersand to takeintoaccounttheirownandothers’perspective.- For a successfulpersonalrealization, itisimportantforchildren to havetheskills to worktogetherandcommunicatein a group. Thisisthecompetencethatdirectstheirbehaviortowardsco-ordination, co-operationandsynergy.The abovementioned specific features of the child's personality are the result of the intentional educational interactions between the kindergarten and the family and are related to the acquisition of knowledge, rules and norms, and of value-oriented patterns that define behavior. The foundations for thisare laid during the pre-school age and are considered the most stable and lasting, often referred to as the "basic personality structure". Along with them, the "behavioral potential" of the child, which is demonstrated at different ages, is shaped and developedthrough upbringing. Consequently, behavior is seen as a specific manifestation of the personality associated with its selective attitude towards the influence of various factors in the social environment. The direction of the educational activitiesinspires the motivation for personal behavior aiming at growth and self-actualization. Hence, the presence of a certain skill level which imposes a new approach to learning - replacing the mechanical reproduction with the acquisition of competences for and attitudes towards interaction in a changing environment. What is appropriate for achieving these goals is the applicationof functional models for cooperation, individualization and differentiation of the educational process. These ensure that the child is provided with conditions for activity and for mastering basic, sustainable rules for conscious participation and development that are important for the success of each of his activities. This is a type of social education that is achieved through exploring the social fabric andacquiring the skills for learning, choosing and communicating.
The analysis the family-type Pavel Shivarev’s (non) school “The Searchers”
