child personality
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It is well-recognized that the individual characteristics of children moderate the effects of developmental conditions on the well-being of a child. The majority of interactions follow a diathesis–stress pattern; there is also evidence for differential susceptibility and vantage sensitivity models. The present study aimed to examine interactions between parenting and child personality in relation to the well-being of a Russian child and to evaluate the models for moderated relationships. Participants were primary caregivers of 370 children aged 2–7 years. Moderation effects were examined using hierarchical multiple regression and bivariate linear models. In order to differentiate between the models of environmental sensitivity, the analysis of regions of significance was used. Consistent with a diathesis–stress framework, the results revealed that among children low in conscientiousness and high in activity, punitive parenting was a risk factor for externalizing problems; among introverted and fearful children, punitive parenting was a risk factor for internalizing problems. Positive parenting/involvement was a protective factor for internalizing behavior, only for children low in openness. The findings also demonstrate the following evidence for the differential susceptibility model: children low in Beta higher-order personality trait (also known as plasticity or personal growth) showed more total problems when faced with low positive parenting, but fewer problems when experiencing high-quality parenting.

Açar sözlər: uşaq, şəxsiyyət, psixologiya, şüur, şüursuzluq The problem of child development in analytical psychology Summary Child psychology is one of the most studied areas of psychology. This field of science focuses on the development of cognitive, emotional and behavioral acts of children in prenatal development until adolescence, studies the dynamics of mental development. Child psychology deals not only with how children grow up, but also with the study of their development as individuals, as well as with the trends of social development. The study of child psychology has its own difficulties. At different times, the study of child psychology has aroused interest. For this reason, numerous psychological studies have been devoted to the development of the child's personality. Key words: child, personality, psychology, consciousness, unconsciousness

Açar sözlər: uşaq, şəxsiyyət, psixologiya, şüur, şüursuzluq Child psychology is one of the most studied areas of psychology. This field of science focuses on the development of cognitive, emotional and behavioral acts of children in prenatal development until adolescence, studies the dynamics of mental development. Child psychology deals not only with how children grow up, but also with the study of their development as individuals, as well as with the trends of social development. The study of child psychology has its own difficulties. At different times, the study of child psychology has aroused interest. For this reason, numerous psychological studies have been devoted to the development of the child's personality. Key words: child, personality, psychology, consciousness, unconsciousness

Child psychology is one of the most studied areas of psychology. This field of science focuses on the development of cognitive, emotional and behavioral acts of children in prenatal development until adolescence, studies the dynamics of mental development. Child psychology deals not only with how children grow up, but also with the study of their development as individuals, as well as with the trends of social development. The study of child psychology has its own difficulties. At different times, the study of child psychology has aroused interest. For this reason, numerous psychological studies have been devoted to the development of the child's personality. Key words: child, personality, psychology, consciousness, unconsciousness

The goal of this research was to explore the relationships between four parenting dimensions (academic involvement, structure, cultural stimulation, and goals) and child personality development. Many theories, such as social learning, attachment theory, and the psychological resources principle assume that parenting practices influence child personality development. Most of past research on the associations between parenting and child Big Five traits specifically has used cross-sectional data. The few longitudinal studies that examined these associations found small relations between parenting and child personality. We extended this research by examining the long-term relations between four underexplored parenting dimensions and child Big Five personality traits using bivariate latent growth models in a large longitudinal dataset (N = 3,880). Results from growth models revealed a preponderance of null relations between these parenting measures and child personality, especially between changes in parenting and changes in child personality. In general, the observed associations between parenting and child Big Five personality were comparable in magnitude to the association between factors such as SES and birth order, and child personality—that is, small. The small associations between environmental factors and personality suggest that personality development in childhood and adolescence may be driven by multiple factors, each of which makes a small contribution.