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PEDAGOGICAL PROBLEMS OF SINGLE-PARENT FAMILIES
Nabieva Farangis
Tashkent University of Economics and Technology
Faculty of Social Sciences, 2nd-year student
ABSTRACT:
This article analyzes the pedagogical problems of single-parent families, their
causes, and consequences. Single-parent families, which arise as a result of divorce, the death of
one parent, or when children are raised by only one parent, have a negative impact on children's
development. In such families, children often face psychological, social, and financial difficulties.
Teachers and psychologists play an important role in supporting the emotional and psychological
well-being of children and must pay special attention to their needs. The article thoroughly
examines the role of educators, the system of social support, and the role of society in child
upbringing. Various forms of social assistance — including financial, psychological, and
educational support — contribute to creating the necessary conditions for the development of
children in single-parent families.
Keywords:
Single-parent family, pedagogical problems, upbringing, social adaptation, family
values, social support, emotional development, social integration.
Introduction
A single-parent family is a family form in which one of the parents (usually the father or mother)
has left the family unit for various reasons (divorce, death, abandonment, etc.), and the child is
raised by only one parent or relatives. In such families, the risk of the child being deprived of
full-fledged educational, psychological and material conditions is high. In recent years, the
number of dysfunctional families has been increasing in various countries, especially in
Uzbekistan. The weakening of marital stability and family conflicts are leading to an increase in
the number of divorces. Unemployment and financial difficulties can also cause family discord
and lead to divorce. The long-term departure of a parent abroad also causes disruptions in the
upbringing of children. Sometimes, a careless attitude towards family and a lack of responsibility
among young people leads to the growth of dysfunctional families. As a result, the number of
divorces increases, which leads to economic problems, labor migration, and the weakening of
our social and spiritual values. The growth of dysfunctional families creates various problems in
society: A gap appears in the upbringing of children, which negatively affects their moral,
emotional and social development. Social inequality increases, because children growing up in
dysfunctional families often become representatives of the poorest strata. The risk of falling into
the wrong environment increases, that is, such children are more likely to get involved in crime
or harmful groups due to lack of supervision. In the future, this can lead to the formation of a
negative attitude towards the family from children. This threatens the stability of new families. -
Causes of an incomplete family (divorce, death, single mother/single father). Differences
between complete and incomplete families. An incomplete family is a family in which children
live without one of their parents, that is, the family composition is incomplete. This situation
occurs for various reasons. The most common reasons:
1. Divorce is the dissolution of a marriage. Divorce occurs due to disagreements, quarrels,
distrust, or financial difficulties between parents. In this case, the child usually remains in the
care of the mother, but sometimes he can also live with the father.
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2. Death. Due to the death of a father or mother, the family structure becomes incomplete.
Especially for young children, this is a great psychological shock and has a negative impact on
upbringing.
3. Single mother or single father (unmarried/abandoned by mother, etc.). In some cases, children
are born out of wedlock and the child grows up under the care of only the mother or father.
Sometimes the abandonment of the child by the father or mother (for example, going abroad or
leaving home) also causes the formation of a dysfunctional family.
The role and approaches of educators
The difference between a complete and an incomplete family. If we take the main aspects, in a
complete family the composition also consists of full parents and children. In an incomplete
family, only the father or mother and children. There are differences in the upbringing
environment, and in complete families full supervision, love and upbringing are provided by
both parents, while in an incomplete family there is often a burden on one person and it is one-
sided. A child growing up in a complete family feels safe.
The absence of a father or mother in the family leads to a lack of love and attention, incomplete
upbringing. This causes a void to appear in the child's heart. In such a situation, a teacher fills
this void with love and attention, brings warmth to the child's heart, and becomes a symbol of
humanity. A true teacher is a high-ranking person who can feel the most delicate threads in the
child's soul and harmoniously enter his spiritual world.
Children growing up in dysfunctional families often exhibit negative traits such as self-doubt,
low self-esteem, aggression, or, conversely, shyness, and sociability. Therefore, special
sensitivity and attention are required in the pedagogical approach to this issue. The teacher
should approach such children on an individual basis, with love and care.
No matter how educated and experienced the teacher is, it is important for him to be able to feel
the child's soul, to see not his weaknesses, but his strengths. Because every child is a new
opportunity, a new hope, and a bright future.
Through the teacher's individual approach, the child feels love and emotional support, learns to
behave appropriately in society, and achieves stability in adapting to social life.
The absence of a father or mother in the family leads to a lack of love, lack of attention, and
incomplete upbringing. In such a situation, a void naturally forms in the child's heart. In such
cases, the educator is not a person who fills this void, but a person who enters the hearts like a
warm light. Only true educators are strong individuals who can grasp the most delicate threads of
humanity and reach the strings of children's hearts with melody.
Children growing up in dysfunctional families often exhibit such traits as insecurity, low self-
esteem, aggression or, conversely, shyness, and sociability. Therefore, this issue requires special
attention and sensitivity in the pedagogical approach. The teacher should approach such children
with love, entering into the inner world of each of them on the basis of an individual approach.
He tries to understand the inner world of each child, filling the void in his soul not only with
knowledge, but also with warmth emanating from the heart.
In any case, the teacher focuses on the child's potential, not his weaknesses. Because every child
is a symbol of new opportunities, new hopes and a bright future. Therefore, approaching this
issue, the teacher considers it his priority to work individually with the child, communicate with
him with love, and support him spiritually. Being a shoulder to shoulder and guide in the child's
adaptation to social life is a sacred duty of the teacher. A true teacher tries to hear the child's
inner voice. He puts himself in the child's shoes, feels the situation with his heart, and gives
strength to the child through his life experience. Gradually, he becomes an invisible but deeply
felt support for such children. A teacher is not an ordinary profession, it is the calling of the heart,
the art of being a balm for childhood dreams.
The role of social support and society in a dysfunctional family
Children growing up in dysfunctional families often need psychological, material and social
support. Such children require an attentive, loving and consistent approach. Educators do not
spare their help in this direction, supporting them in the following important aspects:
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1.
Social support
- aimed at ensuring the child's adaptation to society, forming and developing
his social skills.
2
. Material support
- in cases of need, meeting the basic needs of children, creating appropriate
conditions for them, identifying their interests and directing them accordingly.
3. Psychological support - to stabilize the child's mental state, increase self-confidence, and
motivate them to strive for the future.
Through these types of support, educators strive to ensure the healthy and social development of
the child. Society should also not be indifferent to this issue. The neighborhood system,
educational institutions, health care organizations and other social institutions should provide
comprehensive support to children from dysfunctional families: ensuring their education,
protecting their rights, paying attention to their health and always keeping them under control -
these are their tasks.
Most importantly, every member of society - every person, every heart - should show love to
children from dysfunctional families, understand them and contribute to their full adaptation to
society. After all, the future of our society is in the hands of young people. The upbringing,
growth and maturity of young people is our common responsibility. This responsibility should be
shared not only by parents, but also by the entire society, especially by educators who are
dedicated representatives of the education sector.
At a time when divorces are increasing and families are weakening, children growing up with a
strong, healthy spirit is an important foundation for the development of the country. Therefore,
we must work together to ensure that every child strives for a happy and fulfilling life.
In conclusion, the increase in the number of dysfunctional families creates social problems, but
through the joint efforts of educators, society and social organizations in combating these
problems, there is an opportunity to provide children with a complete and healthy upbringing.
Educators should instill warmth and support in the hearts of children, and society should provide
these children with social and psychological support.
References
1. Law of the Republic of Uzbekistan “On Education” 23.09.2020 ORQ-637
2. Abdullayeva N. Fundamentals of Social Pedagogy. — Tashkent: Publishing House of the
Tashkent State University of Education, 2020.
3. Gofurov K., Toychiyev M. Family Pedagogy. — Tashkent: Teacher, 2016.
4. Hasanboyeva O. Pedagogical Psychology. — Tashkent: Science, 2013.
5. Internet sources: www.ziyonet.uz, www.lex.uz, www.pedagog.uz — (for socio-pedagogical
materials related to the content of the article).
