CC BY
28
нет взаимодействуют со студентами в назначенное преподавателем время, консультируют их по техническим, технологическим, а также организационным вопросам. Как правило, на такие консультации тратится от одного до полутора часов в неделю.
Взаимодействие такого рода временной научной группы, вероятно, не представлялось бы возможным при отсутствии со стороны производственного предприятия заинтересованности в успешном результате творческой деятельности, которая в итоге заканчивается созданием объекта интеллектуальной собственности для предприятия в виде патента на изобретение или патента на полезную модель.
Нами было отмечено, что для многих предприятий наличие патента и самого объекта интеллектуальной собственности не является достаточной мотивацией для участия в деятельности временной научной группы в силу повышенного риска наличия весомых временных и материальных затрат. Для решения данной проблемы было принято решение информировать производственное предприятие о возможности получения государственной поддержки благодаря объекту интеллектуальной собственности в виде субсидии в размере до 20 млн. рублей в Фонде содействия развитию малых форм предприятий в научно-технической сфере по программам «Развитие» и «Коммерциализация» [6]. Предприятие, в свою очередь, оказывает финансовую помощь студентам и преподавателям в оплате расходов на их участие в выставках, конференциях, симпозиумах, где творческая группа демонстрирует свои достижения в творческой деятельности. Для студентов форма деятельности, предусматривающая приобщение к работе, в которой используется государственная поддержка, является источником дополнительного опыта и знаний в сфере инновационной деятельности.
Только за 2020 год результаты такой творческой деятельности временных групп помогли предприятию ООО «ИнтерЭкоТехнологии» получить субсидию на 18 млн. рублей и предприятию ООО «Профоборудование-Л» - 20 млн. рублей, а всего за последние 5 лет работы создано более 20 объектов интеллектуальной собственности для предприятий Липецкой области, многие из которых воспользовались поддержкой Фонда содействия развитию малых форм предприятий в научно-технической сфере, о чем свидетельствует резкое увеличение доли финансирования предприятий Липецкой области [7].
Главной целью данного этапа является применение полученных ранее знаний на практике, закрепление умений и навыков по осуществлению инновационной проектной деятельности.
Третий этап подразумевает самостоятельную работу студентов, в которой они сами выступают в роли организаторов и руководителей инновационной проектной деятельности. Перед осуществлением инновационной проектной деятельности временной рабочей группой составляется дорожная карта, которая в
Библиографический список
самостоятельной работе студента (но уже в роли руководителя группы) является его внутренним планом действий.
Такая дорожная карта по своему содержанию может меняться в зависимости от объекта творческой деятельности, ее целей, задач, материально-технического обеспечения, но в основном своем содержании она сводится к следующей последовательности ее реализации:
1) определение объекта инновационной проектной деятельности и предприятия, производящего этот объект, через сеть Интернет;
2) формирование временной рабочей группы для выполнения работ по совершенствованию объекта;
3) утверждение графика работы и консультаций с представителями производств;
4) разработка версии по совершенствованию объекта: определение недостатков, поиск путей устранения недостатков;
5) выбор наиболее эффективного (экономичного) варианта;
6) построение модели (опытного образца);
7) проверка работоспособности, применимости варианта усовершенствования;
8) оформление заявки на объект интеллектуальной собственности;
9) обсуждение результатов работы специалистами предприятия совместно с разработчиками;
10) определение путей дальнейшего взаимодействия.
Главной целью третьего этапа является тренировка лидерских качеств у будущих учителей технологии в инновационной проектной деятельности, наличие которых является неотъемлемым требованием к будущему педагогу, впоследствии руководящему детьми в процессе приобщения их к инновационной проектной деятельности.
Включение будущих учителей технологии в инновационную проектную деятельность является эффективным решением стоящей перед предметной областью «Технология» задачи, заключающейся в подготовке учащихся к производительному труду в сфере материального производства, активной творческой деятельности. Студенты в рамках инновационной проектной деятельности осваивают важнейшие компетенции, позволяющие им впоследствии самостоятельно осуществлять инновационную проектную деятельность в статусе преподавателя (с передачей уникального опыта учащимся с возможностью в дальнейшем их ориентации на производственную сферу) или предпринимателя (имеющего опыт создания инновационного проекта, налаженные контакты с представителями других производств и структур, оказывающих содействие инновационным предприятиям). Соответственно, включение будущих учителей технологии в инновационную проектную деятельность позволит повысить эффективность развития инновационной экономики страны.
1. О национальных целях и стратегических задачах развития Российской Федерации на период до 2024 года. Указ Президента Российской Федерации от 07.05.2018 № 204. Available at: http://www.kremlin.ru/acts/bank/43027
2. Серебренников Л.Н. Актуальные проблемы технологического образования. Ярославский педагогический вестник. 2010; № 4: 257 - 261.
3. Концепция преподавания предметной области «Технология» в образовательных организациях Российской Федерации, реализующих основные общеобразовательные программы (утверждена Министерством просвещения РФ 29.12.2018). Available at: https://docs.edu.gov.ru/document/c4d7feb359d9563f114aea8106c9a2aa
4. Махотин Д.А. Развитие технологического образования школьников на переходе к новому технологическому укладу. Образование и наука. 2017; № 7: 25 - 40.
5. Тигров В.П., Добромыслова О.Ю. Организация инновационной проектной деятельности в центре молодежного инновационного творчества «Новатор». Школа и производство. 2019; № 1: 51 - 54.
6. Беилин И.Л. Инновационные подходы в цифровом моделировании региональных экономических процессов. Вопросы инновационной экономики. 2019; № 2: 361 - 382.
7. Микитась А.В., Дворниченко П.А. Программа «Коммерциализация» - помощь в создании или расширении производства наукоемкой продукции. Инновации. 2016; № 2 (208): 15 - 17.
References
1. O nacional'nyh celyah i strategicheskih zadachah razvitiya Rossijskoj Federacii na period do 2024 goda. Ukaz Prezidenta Rossijskoj Federacii ot 07.05.2018 № 204. Available at: http://www.kremlin.ru/acts/bank/43027
2. Serebrennikov L.N. Aktual'nye problemy tehnologicheskogo obrazovaniya. Yaroslavskijpedagogicheskij vestnik. 2010; № 4: 257 - 261.
3. Koncepciya prepodavaniya predmetnojoblasti «Tehnologiya» v obrazovatel'nyh organizaciyah Rossijskoj Federacii, realizuyuschih osnovnye obscheobrazovatel'nye programmy (utverzhdena Ministerstvom prosvescheniya RF 29.12.2018). Available at: https://docs.edu.gov.ru/document/c4d7feb359d9563f114aea8106c9a2aa
4. Mahotin D.A. Razvitie tehnologicheskogo obrazovaniya shkol'nikov na perehode k novomu tehnologicheskomu ukladu. Obrazovanie inauka. 2017; № 7: 25 - 40.
5. Tigrov V.P., Dobromyslova O.Yu. Organizaciya innovacionnoj proektnoj deyatel'nosti v centre molodezhnogo innovacionnogo tvorchestva «Novator». Shkola iproizvodstvo. 2019; № 1: 51 - 54.
6. Beilin I.L. Innovacionnye podhody v cifrovom modelirovanii regional'nyh 'ekonomicheskih processov. Voprosy innovacionnoj 'ekonomiki. 2019; № 2: 361 - 382.
7. Mikitas' A.V., Dvornichenko PA. Programma «Kommercializaciya» - pomosch' v sozdanii ili rasshirenii proizvodstva naukoemkoj produkcii. Innovacii. 2016; № 2 (208): 15 - 17.
Статья поступила в редакцию 27.02.21
УДК 13.00.01
Shingaliyeva A., doctoral postgraduate, Abai Kazakh National Pedagogical University (Almaty, Republic of Kazakhstan), E-mail: shingalievaakzhan@mail.ru Abdiev B., Cand. of Sciences (Engineering), Narhoz University (Almaty, Republic of Kazakhstan), E-mail: Abdiev_nx@mail.ru Akhmullayeva M.F., senior teacher, Kazakh National Women's Teacher Training University (Almaty, Republic of Kazakhstan), E-mail: info@kazmkpu.kz Botagoz D., doctoral postgraduate, Abai Kazakh National Pedagogical University (Almaty, Republic of Kazakhstan), E-mail: rector@kaznpu.kz@mail.ru
SОCIО-PSYCHОLОGICAL ADAPTATON ОF CHILDRЕN FRОM LARGЕ FAMILES: THE CASE STUDY OF KAZAKHSTAN. Family plays an important role in adaptation of children to social conditions and the assimilation of new knowledge. The factors of personal development and the definition of social tasks of children strongly depend on adequate communication in the family. In addition, the pedagogical culture of parents has a significant impact on children's perception of values of
education and their implementation in the social environment, i.e., it is important for parents to pay attention to certain educational tasks in the family and implement them comprehensively. The social adaptation of children is undoubtedly influenced by the personal characteristics of parents and teachers in education. This allows them to communicate seamlessly with the environment. In this regard, social and psychological methods are being developed to prevent intrapersonal contradictions that often manifest themselves in parents. The article evaluates the pedagogical methods that contribute to the development of new cognitive positions and qualities in the minds of parents. With the help of such methods, one can successfully implement methods of personal development and adaptation of children. Key words: еducatiоn, la^ fami^s, pеdagоgy, sоcial adaptat^n, еnvirоnmеnt, parents.
А. Шингалиева, докторант КазНПУ имени Абая, г. Алматы, E-mail: shingalievaakzhan@mail.ru Б. Абдиев, канд. техн. наук, доц., АО «Университет Нархоз», г. Алматы, E-mail: Abdiev_nx@mail.ru М.Ф. Ахмуллаева, ст. преп., КазНацЖенПУ, г. Алматы, E-mail: in^kazmkpu.kz Б.А. Данияр, докторант КазНПУ имени Абая, г. Алматы, E-mail: rœtor@kaznpu.kz@mail.ru
СОЦИАЛЬНО-ПСИХОЛОГИЧЕСКАЯ АДАПТАЦИЯ ДЕТЕЙ ИЗ МНОГОДЕТНЫХ СЕМЕЙ: НА ПРИМЕРЕ КАЗАХСТАНА
Бoльшую рoль в адаптации дeтeй к гоциапьным уоювиям и усвoeнии HoBbix знаний играeт гемья. Факторы личнoстнoro станoвлeния и oпрeдeлeния oбщeствeнныx задач дeтeй ^bHo зависят ot адeкватнoгo oбщeния в ceMbe. KpoMe того, сущeствeннoe влияниe на вoсприятиe дeтьми цeннoстeй вocпита-ния и их рeализацию в coциальнoй cрeдe o^b^eT пeдагoгичecкая культура рoдитeлeй. To ecTb важнo, чтобы рoдитeли удeляли вниманиe oпрeдeлeнным вocпитатeльным часам в ceмьe и ocущecтвляли их кoмплeкcнo. На coциальную адаптацию дeтeй, бeзуcлoвнo, влияют личнocтныe ocoбeннocти рoдитeлeй и пeдагoгoв в oбразoвании. Этo пoзвoляeт им бecпрeпятcтвeннo oбщатьcя с oкружающeй cрeдoй. В связи с этим разрабатываются coциальнo-пcиxoлoгичe-cкиe мeтoды, направлeнныe на прoфилактику внутриличнocтныx прoтивoрeчий, шторы^ чаcтo прoявляютcя у рoдитeлeй. В ста™ дана oцeнка пeдагoгичe-ским мeтoдам, cпocoбcтвующим развитию нoвыx пoзнаватeльныx пoзиций и качecтв в сганании рoдитeлeй. С пoмoщью таких мeтoдoв мы мoжeм уcпeшнo рeализoвать урoвни личнocтнoгo развития и адаптации дeтeй.
Ключевые слова: образование, многодетные семьи, педагогика, социальная адаптация, окружающая среда, родители.
Intrоductiоn
The adaptation of a child in a team and his willingness to accept new rules and obligations are indicators of a normal social adaptation. Being one of the main institutions of education, the family has many functions: the function of the direction of activity of each family member, expressing a social role; educational, consists in the formation of the child's personality, his spiritual reproduction, the development of abilities. The influence of the family collective on the child with a constant relationship, as well as the influence of children on parents, is built into one systematic chain of responsibilities performed by the family. The fundamental factors that influence the child's adaptation process include: social control and primary socialization, social status and emotional functions. Consequently, the family is responsible for the child's behavior in society, in various spheres of activity, provides psychological protection, gradually, teaching social experience, introduces the community.
In this context, the aim of this study is to investigate the role of the family in the process of social adaptation of children and psycho-pedagogical analysis of the problem of the role of the family as one of the main institutions of education, in the process of socialization of children of primary school age. The general problem of studying the relevance of the topic was specified in the following tasks of their research:
Based on the theoretical study of psychological and pedagogical literature on the issue of child-parent relations, to systematize the psychological conditions of socialization and educational situations that contribute to the emergence of deviant behavior;
To identify, in accordance with modern psychological and pedagogical requirements, the general nature of the model of interaction between parents and children, which ensures the prevention of social maladjustment.
Rеsults
Psychological and pedagogical analysis of studies on the role of the family as one of the main institutions of education in the process of socialization of children of primary school age has shown that primary school age faces a difficult period - the crisis of 7 years. This period was designated by L. S. Vygotsky as a moment of loss of immediacy, a conflict of internal plans of action and their divergence, the solution of which requires a rearrangement of intra-family relations [1]. The child's intellectual or motivational lack of readiness for learning, unwillingness to be away from parents, unsettled relationships with classmates, and difficulty in mastering school material can lead to inadequate self-esteem. Much in this case, of course, depends on the professional and personal qualities of the teacher, but the role of the family is no less important. The fundamental task of the family in the conditions when the child faces difficulties in adapting to the new social environment is emotional support, acceptance and reduction of parental expectations. The mental state and behavior of the child is a clear indicator of family well-being. The basis of a healthy relationship in the family is patience on the part of adults, their ability to resolve conflicts, empathy, because they are of a significant nature for the child.
The structure of relationships, as G.A. Shirokova notes, which the child first encounters in his experience, is the structure of the family. The child takes a certain position and each has its own special function, and in a new, unfamiliar situation, the child performs the transfer or replacement procedure [2]. E.T. Sokolova, considering the main styles of child-parent relations, emphasizes that only with cooperation, and this is the development of a joint solution, there is no ignoring the partner. Therefore, this type of interaction encourages the child to be creative, forms a readiness for mutual acceptance, and gives a sense of psychological security [3]. In modern conditions, the family is experiencing a crisis, which is manifested, among other things, in the
growing number of destructive families, in which children become victims of violence, are involved in asocial actions of their parents, - note E.V. Golubeva and O.N. Istrato-va, studying child-parent relations [4, p. 26]. Theoretically, this position is confirmed by the idea of D.B. Elkonin that substitution occurs for the first time when it is necessary to supplement the usual situation with the missing object at the moment. Against the background of expressed affection and love for the mother, the process of identifying oneself with parents of the same sex also occurs at the same time. Since parents are in a husband-wife role relationship with each other, understanding this creates a need for imitation in the child [5, p. 77].
However, along with the social disadvantage of the modern family, the impoverishment of the content of communication and trusting relationships in socially welloff families is alarming. Career attitudes sometimes actively displace parental ones. Against the background of increasing demands on the child, increasing demands on him and expectations, the parent's dissatisfaction with the child grows, which can lead to both open and hidden forms of emotional rejection of the child [6]. Y.B. Gippenreiter [7] calls another reason for emotional rejection-erroneous educational attitudes, which consist in the parents' confidence that the demonstration of parental love will make the child spoiled, selfish, and loving himself.
The concept of "lifestyle", introduced by A. Adler, is firmly fixed in childhood, can not be changed. A fixed lifestyle is the main component of a person's future behavior. Social interest requires outside intervention and produces results with appropriate education. Definitely the greatest influence on this process is exerted by the mother, as a person close to the child from the very birth and stay in the womb. Its task is to form in the child the desire to establish relationships in society and a sense of cooperation. It is important to understand that incorrect and thoughtless actions can lead to the suppression of the child's sense of "cooperation" [8. p. 39]. As a result of observations of mothers and their children, J. Bowlby came to the conclusion that the development of unsafe attachment in a child is a risk factor for the occurrence of psychopathological disorders at an older age, such as: disorders of cognitive activity, social functioning, low self-esteem, relationship disorders [9, p. 115].
Analyzing the role of the family as a factor in the development of the child, A.N. Sukhov determines the following factors that create conditions for the ability to adapt [10, p. 173]: fullness of family members, correctly selected methods of education, minimization of conflicts, absence of bad habits in parents, high level of education of the father and mother, correct methods of education in the family, absence of a conflict situation due to alcoholism of parents, positive style of the teacher's attitude to children, functional readiness for school, favorable status of the child before entering the first grade, satisfaction in communicating with adults, correct assessment of the child's position among peers. Therefore, the opposite of all the above factors adversely affects the process of socialization.
The success of family education, according to the Soviet teacher A.S. Makarenko, lies in love, mutual understanding and the fulfillment of parental duty. Pedagogical tact applies not only to representatives of this profession, it should be possessed by every adult, educating and shaping his child as a person, preparing him for the process of new socialization, larger than the family. Each time, when immersed in the surrounding reality, there are certain changes in the personality of the child, who should be guided at that moment by the parents and the teacher. The moral values of society, the norms and rules of behavior in it, children learn it in the family, where the condition is psychological comfort. Of great importance for children is the correct algorithm of behavior in society built by adults, since it can be adjusted up to adolescence [11, p. 77].
In modern society, it can be seen that the behavior of adults who are an example for children decreases. The predominant signs of negative behavior of parents in the eyes of children, tobacco use, alcohol products, gambling, etc. It is becoming increasingly difficult to find effective ways to deal with them. In general, in the information age, attempts to enrich the child's thinking with positive, spiritual qualities will certainly cause difficulties. The joint work of parents and public organizations can help a child find the right path in life.
It is noteworthy in the studies of M.Y. Sinyagina that the typical profiles of parental attitude in a group of families that affect the social adaptation of a child, where the main concept is "role" and the adoption of a particular role by parents in relation to children determines the style of upbringing [12, p. 15].
The family of a child of primary school age, with its inclusion in a new social environment, can experience two types of crisis. Not only children, but also parents at this moment have the opportunity to experience this state of experience that their child belongs not only to them, but also to another social system, which may well have an impact on them.
According to the research of Z.V. Baerunas, there are the following variants of educational situations that contribute to the appearance of deviant behavior [13. p. 94]: lack of conscious educational influence on the child; overprotective;
giving the child excessive independence by the parent, for selfish reasons; disorder in the process of education due to the disagreement of adults. Parents and people close to them take an active part in solving the problem of maladaptation of the child. The correct perception of social roles and the model of interaction between parents and children, which ensures the prevention of social maladjustment, in various life situations is due to the observance and implementation of the following measures:
the need for the child to participate in extracurricular activities; promotion of a healthy lifestyle; providing conditions for the psychological comfort of the child; motivation for learning activities; psychological work with the family; preventing situations of stress and depression; showing attention to the emotional state of the child. The formation of socially adapted behavior is greatly influenced by the moral and educational potential of family upbringing. Fostering a sense of duty, the ability to take responsibility for their actions, and caring for each other is much more successful in families with established positive traditions. They cultivate the ability to love, respect, understand each other, and feel another person next to them. A serious attitude to the child's school life, attention to his successes and failures, patience, mandatory encouragement of efforts and efforts, emotional support help the child to feel the importance of their activities, contribute to improving the child's self-esteem and self-confidence.
R. Dreikurs, developing and concretizing the views of A. Adler, introduced the practice of consultations and lectures for parents. He saw the tasks of parents ' up-
Библиoграфичeский список
bringing of their children in:
respect for the uniqueness, individuality and integrity of children from an early
age;
understanding children, penetrating into their way of thinking, the ability to understand the motives and meaning of their actions;
developing a constructive relationship with the child; finding their own methods of education for the further development of the child as a person [14, p. 57].
K. Rogers argued that a person has a need for a positive attitude, which is satisfied when the child experiences approval and love from others. K. Rogers considered the most important concepts of the model of family education to be the manifestation of sincere, true feelings by all family members [14, p. 67].
According to the researchers, it is very important to fill the child's mind with positive thoughts. That is, the human brain should work with good things. And the fact that parents in the family talk a lot or discuss negative thoughts and news in front of their children can lead to a violation of their psychology. Based on research from German social institutions, about 60% of parents on the planet tend to tell negative stories at family gatherings [14. p. 67].
The family is the most important institution of socialization of the individual. It is in the family that a person gets the first experience of social interaction. G. M. Kasymo-va, a determining factor in the successful development of a child at an early age, sees the purposeful influence of others and adults on him. A healthy child has all the opportunities for full-fledged development, but for them and, especially for children with disabilities and at risk, that is, those who are more likely to face developmental delays, it is very important that early developmental training is carried out within the framework of an individual development program [14, p. 68]. The program may include the development of cognitive processes, the expansion of knowledge about the surrounding world, emotional and personal development, the creation of conditions for the socialization of the child. Cоnclusiоn
In the totality of the causes and factors that cause family distress, the determining factors are violations in interpersonal relationships and role positions in the family. The role of pedagogical culture of parents in the social adaptation and personality formation of children is of great importance. New educational programs are of particular importance in improving the pedagogical culture of parents. On them, parents are given special tasks for working with children. Working with them, they will enter into professional contact with their children. Thus, the psychologist, being an intermediary between children's families and teachers in communication, should take into account the individuality of each child and strive to achieve an effective way out of any situation of conflict communication, maximum mutual understanding, both with parents and with their children. It is recommended to increase the level of qualification of psychologists in the use of psychodiagnostic methods. Socio-psychological work should contain psy-chotherapeutic forms of psychoprophylaxis and correction, such as: art therapy, time play, fairy tales, regular conversations with parents, reading educational books, visiting pedgogic clubs, etc.
1. Выготский Л.С. Кризис семи лет. MocKBa, 1984.
2. Ширoкoва ГА., Жадьга Е.Г. Практикум для детского психолога. PocroB-Ha^oHy: Фeникc, 2006.
3. Co^oBa Е.Т., ^^aeBa В.В. Особенности личности при пограничных расстройствах и соматических заболеваниях. MoaBa: Издaтeльcтвo: SvR-Аргус, 1995.
4. Rmy6eBa Е.В., Иcтрaтoвa О.Н. Диaгнocтикa ™noB детcкo-poдитeльcкиx cтнoшeний. Российский психологический журнал. 2009; № 1: 36 - 42.
5. Элыганин Д.Б. Избранные психологические труды. MoraBa, 1995.
6. Иcтрaтoвa О.Н. Рaзвитиe млaдшeгo шгальнига в у^виях эмoциoнaльнoгo отвeржeния ero рoдитeлями. Известия ЮФУ. Технические науки. 2012; № 10 (135): 113 - 119.
7. Гиппeнрeйтeр Ю.Б. Общаться с ребенком. Как? MoaBa: TBop4ecrt qem'p «Cфeрa», 2001.
8. Adler A. The Science of Living (Psychology Revivals). Routledge, 2013.
9. Bowlby J. Attachment. Basic books, 2008.
10. CyxoB А.Н. Социальная психология. MoraBa: Издaтeльcкий qem'p «Акaдeмия», 2011.
11. Ma^peH^ А.С. Книга для родителей. MoraBa, 2014.
12. Cинягинa Н.Ю. Психолого-педагогическая коррекция детско-родительских отношений». MoaBa: Издaтeльcтвo: Влaдoc, 2015.
13. Бaepyнac З.В. Опыт социально-педагогического исследования подростка правонарушителя. MoaBa, 1972.
14. Рoджepc К., Фpeйбepг Дж. Свобода учиться. MoraBa: Смысл, 2002.
References
1. Vygotskij L.S. Krizis semi let. Moskva, 1984.
2. Shirokova G.A., Zhad'ko E.G. Praktikum dlya detskogopsihologa. Rostov-na-Donu: Feniks, 2006.
3. Sokolova E.T., Nikolaeva V.V. Osobennosti lichnosti pri pogranichnyh rasstrojstvah i somaticheskih zabolevaniyah. Moskva: Izdatel'stvo: SvR-Argus, 1995.
4. Golubeva E.V., Istratova O.N. Diagnostika tipov detsko-roditel'skih otnoshenij. Rossijskijpsihologicheskijzhurnal. 2009; № 1: 36 - 42.
5. 'El'konin D.B. Izbrannyepsihologicheskie trudy. Moskva, 1995.
6. Istratova O.N. Razvitie mladshego shkol'nika v usloviyah 'emocional'nogo otverzheniya ego roditelyami. Izvestiya YuFU. Tehnicheskie nauki. 2012; № 10 (135): 113 - 119.
7. Gippenrejter Yu.B. Obschat'sya s rebenkom. Kak? Moskva: Tvorcheskij centr «Sfera», 2001.
8. Adler A. The Science of Living (Psychology Revivals). Routledge, 2013.
9. Bowlby J. Attachment. Basic books, 2008.
10. Suhov A.N. Social'naya psihologiya. Moskva: Izdatel'skij centr «Akademiya», 2011.
11. Makarenko A.S. Kniga dlya roditelej. Moskva, 2014.
12. Sinyagina N.Yu. Psihologo-pedagogicheskaya korrekciya detsko-roditel'skih otnoshenij». Moskva: Izdatel'stvo: Vlados, 2015.
13. Baerunas Z.V. Opyt social'no-pedagogicheskogo issledovaniya podrostka pravonarushitelya. Moskva, 1972.
14. Rodzhers K., Frejberg Dzh. Svoboda uchit'sya. Moskva: Smysl, 2002.
Статья поступила в редакцию 18.02.21
