In the modern world the idea of "dying off of family" as social institute is very popular. At the same time, though modern families also differs from that which existed 100-150 years ago, this social institute is far from disappearance and still keeps priority value in personal development.
Communication of the child with family is especially strong because arises on crossing biological and social began. Social it is possible to cancel what consequences of such cancellation – other question will be, but in principle cancellation is possible. It is impossible to cancel biological, and it prevails in the period of a neonatality. At the moments of physical contact with mother the child catches her smell, hears a rhythm of her heart which heard during pre-natal life – all this creates feeling of safety. Isolation of the child from family, first of all – from mother during this period generates basic mistrust to the world on the basis of which the personality will be formed further.
The crucial role in formation of the personality is played by an infancy, the early and preschool childhood. If at this time something is missed in education and development of the child – it is not possible to correct it further any more. And the child spends these age periods in family. Thus, influence of family defines all further personal development.
This statement does not cancel even the fact that many preschool children attend day nursery and kindergartens. As show psychological researches, temporary finding of the child in child care facility isolates it from family physically, but not psychologically: the tutor in kindergarten does not push aside parents as a reference face. Violation arises only at long isolation from parents when the child is in child care facility of residential type, and it becomes a serious psychological trauma.
In the period of an infancy, the early and preschool childhood not only the basic trust or mistrust to the world, but also initial skills of social interaction which can differ from culture to culture, from the people to the people and even from family to family is formed. The people, most significant for the child, become a standard for assimilation of such skills there are parents. Perception of parents as standard remains also during the subsequent periods of development when their influence weakens a little – in younger school and even at teenage age. The teenager can revolt against parents, but he will inevitably follow the standards of behavior and value orientations acquired in family. As student teaching shows, it is almost impossible to overcome influence of family. It becomes especially obvious at negative impact of family – for example when alcoholic parents force the child to steal. In such cases the only way rescue of the child becomes his withdrawal from family until parents do not change the behavior. On the other hand, the positive behavioural and moral standards acquired in family are capable to resist negative impact of the environment – for example, the girl who grew up in Christian or Muslim family never recognizes as "norm" promiscuity even if in higher education institution where she studies, many students behave in this way. The priority value of family in personal development is especially brightly shown when the child loses family education. The children growing in orphanages quite often lag behind in development and experience difficulties in social adaptation.