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MOTHER-CHILD RELATIONSHIP DIAGNOSTICS AND ASSESSMENT. Education & Pedagogy Journal. 2021;1(1):36-46. DOI:

The images presented in this work clearly illustrate the variety of experiences of motherhood. The material in this article supplements the existing epistemological ideas about the problem of determining the norms and deviations in psychological studies of motherhood. The author presents a system of diagnostic criteria and assessment of the mother-child relationship. The article explains the term “deviant motherhood” and indicates various degrees of severity of behavioral disorders. There are four main modes of the functioning of the “mother-child” system, reflecting the main variants of motherhood: normative and relatively normative motherhood, deviant mother-child relationship, pathological motherhood (antisocial form), and pathological motherhood (prosocial form).

Keywords: science, psychology, methodology, system, psyche, personality, woman, motherhood, mother, child, relationship, assessment, norm, deviation, pathology

PSYCHOLOGY OF ADOLESCENTS WITH INTELLECTUAL DISABILITY COMPLICATED BY VISUAL IMPAIRMENT: FEATURES OF INTERPERSONAL RELATIONS. Education & Pedagogy Journal. 2021;2(2):68-75. DOI:

It is customary to consider interpersonal relationships as a significant factor influencing the development of individual mental processes and personality. In recent years, studies that reveal the specifics of interpersonal relationships in persons with different types of dysontogenesis, including those with intellectual disabilities, have been of particular interest to specialists. This article presents the results of studying the interpersonal relationships of adolescents with intellectual disabilities (ID), complicated by visual impairment. When it comes to comparing the interpersonal relations in adolescents with intellectual disabilities, complicated by visual impairment and their peers with uncomplicated intellectual disabilities, the results of the study show that there are features which are general to both groups and features which are specific to only one group. In the surveyed groups, only one-third of adolescents consider their mother and father as a parental couple. More often than not, they communicate with their mother and refuse to communicate with their father. The adolescents of both groups are characterized by the following: low involvement in terms of interaction with peers; the presence of emotionally deficient or emotionally excessive reactions (with a predominance of the emotionally deficient type); poor decision-making, the desire to shift responsibility to others; lack of interest to become a leader; frequent conflicts with peers and inability to resolve them constructively. In addition, adolescents in the surveyed groups often demonstrate reactions to frustration in an active-aggressive or a passive-suffering manner. Moreover, in adolescents with uncomplicated ID, reactions of an active-aggressive type dominate, and in adolescents with ID complicated by visual impairment, reactions of a passive-suffering type are dominant. It is important to note that adolescents with ID complicated by visual impairment tend to be isolated from their peers and show high affection for home and their families.

Keywords: interpersonal relations, adolescent, intellect, intellectual disabilities, intellectual disabilities, visual impairment

Psychological and pedagogical periodization of childhood in the concepts of the russian scientific school of the xx–xxi centuries. Education & Pedagogy Journal. 2024;4(12):90-109. DOI:

The relevance of studying the phenomenon of childhood, including its periodization, is shown. The study of this topic makes it possible to understand the hidden patterns of the relationship between the systems of “personality” and “society”; it is a contribution to the formation of the theoretical basis of Russian social policy, which includes demography, health care, education, culture, and science. Historically established (generally accepted) and nominal periodizations of childhood are examined, and the most important criteria for the periodization of childhood are mentioned. The author’s concept of periodization of childhood is presented, integrating postembryonic (juvenile) ontogenesis, mental development, social interaction, and the dynamics of the mother-child relationship. The author’s periodization of childhood is systemic in nature, takes into account the biopsychosocial nature of a person, develops a systemic theory of personality (STP), and complements the epistemological models of the mother-child relationship. The systematization of childhood periodization is considered. In order to uphold the prominence of Russian science, the concept developed by the classic Soviet psychologist L Vygotsky is emphasized. The author of this work illustrates the principle of systematizing childhood periodization formulated by L. Vygotsky. The author’s systematization of the nominal periodizations of childhood is presented and supplemented by graphic illustrations. Perspectives for further research are outlined. Within the framework of the authors’ professional interests, childhood and its periodization problem are considered an additional direction in systemic personological research as a separate element of the structure of human reproductive function, an integral part of the mother-child relationship. The material in this article complements the epistemological models used in pedagogy, psychology, and medicine and is intended for use in the educational process of higher education. The periodizations of childhood may be in demand in the study of academic disciplines such as pedagogy, age psychology, anthropology, human morphology, physical education, sport, history, and philosophy.

Keywords: pedagogy, psychology, history, childhood, periodization of childhood, child, biopsychosocial development, ontogenesis, human being, process of growing up