Abstract:
The relevance of this work is that in our country, and throughout the world, the number of single-parent families is quite large. There are many reasons why people get divorced and remarry again or remain independent of marital obligations. In any case, the structure of the family, its changes greatly affect the development of the child. On the one hand, the family educates: here the child receives the basics of human culture - physical, intellectual, economic, moral, aesthetic ... However, on the other hand, education is a process of purposeful interaction on the development of the human personality in accordance with the ideals and tasks that have developed in society. The process of child development is influenced by many family factors: parenting styles, the number of children in the family and the age difference between them, the nature of children’s relationships, and the disciplinary measures used. In addition, social learning depends largely on the structure and living conditions of the family: whether the family is complete or not; whether all its members work; whether grandparents or other relatives live with the family; whether the family lives in a comfortable house or an overcrowded city apartment. The breakdown of a family has many consequences for children. Both parents influence the child’s development, and divorce means that contact with both parents will no longer be equally frequent. In addition, children live in tension for a long time before their parents’ divorce.
The birth and upbringing of a child with SEN in the family is a wide topic of discussion. The application of the Rene Gilles method highlighted aspects of the relationship of the child with SEN from the complete/incomplete family with other people.