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author: Tetyana Snyatkova


Urgency of the research. The phenomenon of maternal deprivation is actively becoming widespread in the modern socioeconomic instability of society. Deprivation of the child at an early age of emotional contact with the mother, lack of love and care leads to disorders in the mental development of the person. Without the provision of specially organized psychological and pedagogical assistance, primary deviations cause the appearance of secondary ones, which leads to the emergence of a false circle of development, a complex of violations in the leading areas of the child's life.

Target setting. Disorders of speech, sensory, emotional development are the most characteristic consequences for an early child in maternal deprivation. The specific characteristics of the child’s development require an individual and differentiated approach to each individual in the planning and organization of the educational process for children of this category.

Actual scientific researches and issues analysis. The phenomenon of deprivation is covered in the works of J. Bowlby, D. Vinnikot, N. Dmytriyuk, Y. Langmaier, Z. Matechek, etc. The analysis of the factors that affect the appearance of deprivation is presented in the researches of A. Zababurina, E. Smirnova, A. Pariykhozhan, T. Shulha, I. Yaroslavtseva, and others. The signs and components of maternal deprivation were considered by such scientists as A. Barges, E. Erikson, D. Isaiev, S. Petrova, and others. V. Mukhina, I. Dubrovina, M. Tolstykh considered the consequences of maternal deprivation on the mental development of the personality.

The research objective. To carry out the theoretical analysis of features of the content and organization of the educational process with young children in conditions of maternal deprivation.

The statement of basic material. In the psychological and pedagogical literature, the term “maternal deprivation” is used to refer to the mental state of the person that arose due to the insufficiency or complete absence of sensual, emotional ties between the child and the mother. The duration, strength, and age at which maternal deprivation began are the leading determinants of the level and breadth of impairment in a child's mental development. Even prolonged separation from the mother (for example, as a result of hospitalization of the child) leads to the traumatization of the child's psyche at an early age. Within the framework of the reform of the system of institutional care and upbringing of children in Ukraine, the question arises of the need to develop educational programs taking into account the specifics of the child's personal development in conditions of maternal deprivation.

Conclusions. The analysis of the regulatory framework and scientific literature made it possible to determine that the content and organization of the educational process with young children should be based on the basic component of preschool education, taking into account the specifics of the deprived person and the existing level of development of the child in all educational areas.

Keywords: maternal deprivation, early age, educational process, basic component of preschool education.


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