Subjective Well-Being of Primary School Children Through the Prism of Family Relations

Introduction. The regulation of life activity of children of primary school age, as well as their development, in this period still depends on parents, despite the presence of a new reference adult - the teacher.  It is in the process of "parent-child" interaction that the foundation of further subjective and psychological well-being of the child is laid, which makes it necessary to study this topic.
Objective. Detailed understanding of the influence of family on the subjective well-being of primary school children
Subjective and psychological well-being of junior schoolchildren. Subjective well-being of primary school children is a difficult subject of study due to the unformed personality in this age period. However, modern studies, still indirectly cover the subject field of genesis of subjective well-being children, including psychological well-being in the younger school age. The factors of psychological well-being of a child of primary school age are related to the emotional, psychological and psychosocial development of the child. However, an important role in the psychological well-being of junior schoolchildren is played by the family environment, and especially by parents. 
Aspects of family relations affecting the subjective well-being of junior schoolchildren. Subjective well-being of primary school children is closely interrelated with the social status of the family, psychological and subjective well-being of parents, their emotional maturity and psychological competence. In the system "parent-child", subjective well-being is favorably influenced by trust in relationships, reliable type of attachment, while anxious or avoidant types lead to maladaptation in social relationships and emotional sphere of the child. An important role in maintaining children's well-being is played by the relationship between parents: the subjective well-being of a junior schoolchild is reduced due to the experience of parental divorce. The vector of development of a child's subjective well-being in a substitute family shifts, emphasizing his/her integration into a new environment, formation of a sense of acceptance and understanding.
Discussion. The analysis carried out in the studied subject field allowed to detail the influence of the family on the subjective well-being of primary school children. As a result, the main aspects of the family sphere contributing to the development of subjective well-being, related qualities and skills were highlighted

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