This article is devoted to improving the system of socio-pedagogical support for primary school students from dysfunctional families. It analyzes the impact of the family environment on children’s development, the current state of existing support mechanisms, and international experience. Based on the study, practical and methodological recommendations for the development of the system are proposed. The necessity of strengthening cooperation between the family, school, and social institutions, early identification, and the implementation of individualized support is substantiated. The findings provide an important basis for scientific and practical activities.
| Mualliflar | Nurullayeva, Sarvinoz Murodovna, Kurbaniyazova, Zamira Kalbaevna, Нуруллаева, Сарвиноз Муродовна, Курбаниязова, Замира Калбаевна, Nurullaeva, Sarvinoz Murodovna, Kurbaniyazova, Zamira Kalbaevna |
|---|---|
| Jurnal | Ilim ha’m ja’miyet |
| Nashr sanasi | 2026-04-01 |
| Son | 2-3 |
| Betlar | 55-57 |
| Til | uz_Latn |
disfunksional oila, ijtimoiy-pedagogik qo‘llab-quvvatlash, kichik maktab yoshi, bolalar rivojlanishi, ta’lim tizimi, individual yordam, maktab-oila hamkorligi, дисфункциональная семья, социально-педагогическая поддержка, младший школьный возраст, развитие детей, система образования, индивидуальная помощь, взаимодействие семьи и школы, dysfunctional family, socio-pedagogical support, primary school age, child development, education system, individualized support, family-school cooperation
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