Cite this article as:

Леонова Е. Е. Socio-Pedagogical Problems of Children Returned from Substitute Families. Izvestiya of Saratov University. Educational Acmeology. Developmental Psychology, 2017, vol. , iss. 3, pp. 283-?. DOI:

Socio-Pedagogical Problems of Children Returned from Substitute Families


Currently, the number of returns of children from foster families to public institutions reaches 10%. The study of the phenomenon of return of children from substitute families from the pedagogical and acmeological points of view is one of the most acute problems of modern social and pedagogical science and practice. The aim of the article is to identify the problems that arise among the returned children. The methods of research are theoretical analysis of the phenomenon of “the return” and a survey of specialists from state institutions that accept children after the return. We clarified the term “return”, made a differentiation between the returned and the returning children, identified causes of abandonment of a child and showed the stages of development of the return. Empirical data was obtained on the basis of analysis of the returns in 13 state institutions from 5 regions of the Russian Federation, which allows to speak about the representativeness of the study. The results of the socio-pedagogical survey on the image of a child returned from a substitute family are presented. It is shown that returns are often made from foster families, the return points are either the first months, or when the child reaches adolescence; gender differences in returns were not found. These research results can be used as a basis for the development of programs for prevention and support for substitute families in case of risk of the return.


1. Ozhegov S. I., Shvedova N. Yu. Tolkovyy slovar’ russkogo yazyka. 4-e izd., dop. (Defi nition dictionary of Russian. 4th ed., augmented). Moscow, 1999. 944 p. (in Russian).

2. Dal’ V. I. Tolkovyy slovar’ zhivogo velikorusskogo yazyka (Defi nition dictionary of living great-Russian language). Moscow, 2009. 573 p. (in Russian).

3. Efremova T. F., Kostomarov V. G. Slovar’ grammaticheskikh trudnostey russkogo yazyka: 5-e izd., stsreotip. (Dictionary of Russian grammar diffi culties. 5th ed., stereotyped). Moscow, 2009. 347 p. (in Russian).

4. Ushakov D. N. Tolkovyy slovar’ russkogo yazyka (Defi - nition dictionary of Russian language). Moscow, 2013. 800 p. (in Russian).

5. Kotli P. Novye priemnye roditeli: pervyy opyt (New foster-parents. The fi rst experience. Trans. from English N. I. Ivanova). Novosibirsk, 2000. 200 p. (in Russian, trans. from English).

6. Bunyak M. A. Chudo vozmozhno (The miracle is possible). In: Ukreplyaya semeynye svyazi. Iz opyta regionov (Сementing family relations. From regions experience). Moscow, 2015, pp. 87–88 (in Russian).

7. Leonova E. E. Psikhologicheskie osobennosti podrostkov, perezhivshikh vtorichnoe sirotstvo (Psychological features of adolescents lived through secondary orphanhood). Pedagogika v prostranstve nauki i praktiki: sb. st. po itogam otkrytykh pedagogicheskikh chteniy (Novosibirsk, 8–10 aprelya 2015 g.) (Pedagogy in space of science and practice: the collection of papers following the results of open pedagogical readings {Novosibirsk, 2015 April 8–10}). Iss. 7. Eds. Z. I. Lavrent’eva, T. A. Romm. 2015. 252 p. (in Russian).

8. Lavrent’eva Z. I. Riski vospitaniya detey v priemnoy sem’e (Risks of children’ education in adoptive family). Pedagogika v prostranstve nauki i praktiki: sb. studench. rabot po itogam otkrytykh pedagogicheskikh chteniy (Pedagogy in space of science and practice: the collection of papers following the results of open pedagogical readings). Iss. 4: in 2 parts. Eds. E. V. Bogdanova, Z. I. Lavrent’eva. Novosibirsk, 2012, part 1, pp. 83–90 (in Russian).

Full text (in Russian):
(downloads: 108)
Short text (in English):
(downloads: 29)