Parents and educators often ignore the most favorable way of influencing the behavior of children by jointly building restrictions in all spheres of life, with the intention that they should be voluntarily accepted by children, public and adults. On the other hand, outdated forms of “forcing a child” are still not abandoned in behavior and learning in which the child is only an adult’s workplace. Disclaimer of active action on the behavior of the child in the family and the active establishment of rules on cooperative relations between children and adults in kindergarten, parents and educators, the development of each child individually expose the risk and enable the process to be launched in various ways. The aim of the empirical part of the work is the practice of forming the desirable behavior of children in the family and school and the consequences that arise if the development of behavior is left to the environmental effects of the environment and patterns in which families and schools are not involved at all. Using descriptive method and the technique of interviewing on a random sample of 145 parents of children before going to school, results have led to results that suggest the use of a personal example in education, which is implicitly established as a rule, and on the parents’ involvement and the influence of the environment as factors contributing to the “bad” behavior of children.