FAMILY SUPPORT AS A FACTOR IN OVERCOMING MATERNAL DEPRIVATION AND ENHANCING CHILD ADAPTATION TO EDUCATION UNDER WAR CONDITIONS

Abstract

The article explores the impact of early maternal deprivation on elementary school-age children's adaptation to the educational environment and the family's role in overcoming its effects. Maternal deprivation, marked by insufficient emotional support, negatively affects a child’s psychological and social development. The study found that such children exhibit increased anxiety, socialization difficulties, and impaired self-regulation. Children lacking maternal emotional support often struggle with trust, interpersonal communication, and a heightened fear of failure. This results in avoidance behaviors, social withdrawal, and reluctance to engage in learning activities. Parenting styles play a crucial role in either alleviating or exacerbating these challenges. Warm, supportive parenting fosters resilience and emotional stability, while authoritarian approaches intensify social isolation and learning difficulties.

The study is focused on the compensatory role of family, emphasizing that emotional security and encouragement help mitigate the negative effects of maternal deprivation. Schools also play a pivotal role in fostering inclusive environments and providing emotional support. To assist affected children, it is essential to implement targeted intervention programs that strengthen emotional resilience, develop social competencies, and promote secure attachments. The research highlights the importance of a multidisciplinary approach, integrating educators, psychologists, and social workers to develop comprehensive support systems. In conclusion, the study emphasizes the significance of family support, positive parenting, and educational interventions in helping children overcome the challenges of maternal deprivation, fostering their emotional well-being and successful adaptation