No abstract

In order to indicate the debatable nature of the legal norm of Art. 57 of the Family Code of the Russian Federation — the obligation to take into account the opinion of a child who has reached the age of 10 years, when considering disputes about education by the courts - the features of the analysis by children of 9.5—11 years of age (N=68) of morally ambiguous problem situations are studied. Research methods: compiling a story based on sequential pictures, Dilemmas of L. Kohlberg. It has been established that the majority of children are at the 3rd stage of the conventional level of development of moral consciousness according to Kohlberg. There are more boys among those who are not successful in understanding the hidden moral meaning of situations, and those who, in their reasoning, tend to rely on the requirements of society as a whole. Girls are more likely to draw on their own experience and are more likely to take into account the perceived experiences of another. The above results and conclusions can serve as a basis for improving the relevant legal norm and the practice of its application.

The aim of the work was to analyze the results of the correction of the social and educational rote of children, diagnosed with moderate mental retardation, receiving social services in stationary institutions for mentally disabled children. At the first stage, as a result of a continuous personal examination of 621 children living in three stationary social service institutions for children with mental disorders, 134 children were identified who presumably needed to clarify the diagnosis and change the educational and social route. At the second stage, in order to clarify the diagnosis and the educational route, a commission psychological, medical and pedagogical examination of 48 children was carried out. In 45 cases the IQ, assessed by Wechsler test, did not correspond to the diadnosis: in 24 cases the IQ was in the interval, corresponding to mild intellectual disability (50-69 points), in 21 cases IQ was above 70 points. As a result of the second stage, 26 children were transferred from a stationary social service organization for children with mental disorders to children's homes in the education system, where they began training in adapted educational programs at a higher level. At the third stage of the study, the results of adaptation of 21 children were analyzed. It is shown that the main difficulties in the adaptation of children were not associated with the degree of intellectual impairment, but with the difficulties of transferring to an educational program of a higher level, the severity of emotional-volitional and behavioral disorders, communication disorders. It is concluded that the success of the correction of the social and educational route of children depends on the readiness of employees of educational and educational institutions to carry out rehabilitation work, the quality of psychiatric care.