Social Adaptation: Characteristics of Social Adaptation of Schoolchildren from Two-Parent and Single-Parent Families (on the example of UVK “Kut Bilim”)

Abstract

The article presents a theoretical and methodological analysis of the social adaptation process of students through the prism of the fundamental concepts of L. S. Vygotsky, J. Piaget, and C. Rogers. The author examines the influence of family architecture on the formation of higher psychological functions and cognitive decentration. Particular attention is paid to the deficit of mediation in single-parent families, which is considered a factor in the prolongation of childhood egocentrism. Using the educational environment of UVK "Kut Bilim" as an example, the role of the school as a compensatory mechanism providing artificial mediation and facilitation is substantiated. It is proved that high-quality pedagogical support allows transforming adaptation from passive adjustment into an act of creative self-actualization of the personality, leveling the deficits of primary socialization.