Features of development and behavior of children of various types of incomplete families

Abstract

The article is devoted to one of the urgent problems of social pedagogy – the problem of various features of the development and behavior of children from different types of incomplete families. On the basis of theoretical and socio-psychological research reveal the important values that characterize the peculiarities of development and behavior in children in accordance with a certain type of incomplete family. In this work the peculiarities of relations between children and parents in different types of incomplete families are investigated and analyzed.
The research has shown that in all types of incomplete families, the lower level of family relationships prevails. In all types of incomplete families, apart from the extra-marital family, the severity of parenting educational institutions prevails. Children from separated and distant families are more independent than children from orphaned and extra-marital families. In children of all types of incomplete families, in addition to the orphan family, a positive attitude towards the school and teachers. All types of incomplete families have common interests between parents and children.
In the results of the study it can be seen that in all types of incomplete families, apart from the extra-marital family, both parents were affected by the formation of positive features in children. In an incomplete family, a high level of care for the mother is most often seen. Care for the father is shown in all types of incomplete families, except for an extra-marital family. In all types of incomplete families, apart from a distant family, children always tell their parents about important events in their lives, and they also feel that their laziness is the most worrying parent. All children think that the appearance of their negative features associated with the difficulties of the age.
The results of the study will be valuable in the work of a social educator. This enables social educators to find adequate means of influencing the relationship between children and parents from incomplete families who have increased anxiety or reveal open aggression and a tendency to deviant behavior.