Single-parent family as an institution for the socialization of children: the example of the Republic of Kazakhstan

Abstract

The socio-economic changes of recent decades have significantly affected all aspects of society. One of the main consequences of the reforms is the aggravation of social problems and the deterioration of the situation of the Kazakhstani family. New conditions dictated different goals and content of family education of children, for which the family was not ready. According to many scientists, the fundamental feature of the transformation process in Kazakhstan is its spontaneous nature, which explains the difficulties in the formation of new educational strategies.

These changes are compounded by the problem of generational continuity. The unclaimed life experience of the older generation against the backdrop of the rapid development of modern technologies complicates the problem of interaction between parents and children. Describing this situation, Mead calls this type of culture prefigurative. As a result, the effectiveness of the family’s implementation of the function of socialization and raising children decreases.

            Research in the 90s shows that the main problem for the Kazakh family during this period was the problem of economic survival of children and adults, and therefore the problem of education was relegated to the background. The growth of economic problems has been recorded in a number of studies devoted to the analysis of poverty in the country. Research confirms that the number of people living below the poverty line has increased in cities and regions in recent years.