“… the key to understanding the “mature personality” must be sought in the early stages of its development, that is, in childhood”

Context and relevance. The issue of upbringing is considered in the context of continuous education (family, kindergarten, school, university), the essence of which lies in the mutually reinforcing unity of teaching and upbringing of a person who has been born, is growing, and is maturing, as well as in creating conditions for the formation, development, and satisfaction of their cultural needs and for strengthening their psychological health. Objective. To analyze the content of each age‑related stage of continuous education under conditions of its competent organization as a mechanism for creating a situation conducive to the cultural and moral development of the child’s personality. Methods and materials. A theoretical method of analyzing scientific domestic psychological and pedagogical literature on the issues of interaction between psychology and pedagogy, learning and education, and the intellectual and emotional development of the individual at all age stages and in all processes of continuous education was used. Results. The forms of interaction between adults and children (in the family, kindergarten, and school) have been identified in the context of the problems of upbringing and strengthening their psychological health, which should be considered as an independent problem field in the activities of the psychological service of the lifelong education system. It has been emphasized that preschool and school‑age childhood are age‑related stages that largely determine the success of all subsequent stages of a person’s development and therefore require special attention. Conclusions. The cultural and moral environment at each stage of continuous education is organized by adults: parents, caregivers, and teachers, who often have insufficient psychological knowledge or do not always know how to use it competently in communicating and interacting with the child. In this regard, educational psychologists should intensify psychological education, focusing on analyzing the most typical psychological mistakes in home and school education, the source of which is adults’ lack of understanding of the age‑related needs and emotional experiences of a growing and maturing person.

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