МЕТОДОЛОГИЯ ИССЛЕДОВАНИЯ ПРИЕМНОЙ СЕМЬИ КАК ПЕДАГОГИЧЕСКОГО ФЕНОМЕНА

Abstract

The purpose of this article is to determine additional knowledge about the foster family with a phenomenological methodological approach. The principles of phenomenology allow us to refer to the sensory perceptions of a particular object under study. The main task of the phenomenological approach to the study of the foster family is to reveal how contemporaries understand the very essence of the new form of family arrangement of orphans and children left without care, what experiences it causes in children and parents, how this awareness is reflected in the processes of organization life of the foster family. The author concludes that at present, there is an active formation of the scientific concept of a foster family, and in this process, the leading importance is giving to pedagogical research. The pedagogical essence of the foster family is fully disclosed, the pedagogical functions of the foster family are widely presented, the features of the content of upbringing in foster families are revealed, the degree of complementarity of family and correctional upbringing is determined, the professional and parental positions in the process of raising a child in a foster family are differentiated. At the same time, the problems of relationships between adoptive and natural children have not been sufficiently studied, the paternal position is poorly represented, there is little research on foster families with children with disabilities, the attitude of children to foster families has not been studied in comparison with other forms of family placement of orphans. The phenomenological approach, revealing the internal state of life of the foster family, opens up new facets of research, which allows determining the resources and risks of raising orphans and children left without parental care.