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THE POTENTIAL OF THE AXIOLOGICAL APPROACH FOR THE PREVENTION OF ADVERSE CHILDHOOD EXPERIENCES
Corresponding Author(s) : Oksana Milkevich
Humanities & Social Sciences Reviews,
Vol. 8 No. 5 (2020): September
Abstract
Purpose of the study: The research goal was to determine the specifics of the axiological approach in the interaction of educational institutions and the family.
Methodology: The authors analyzed the views of different researchers on the prevention of adverse childhood experiences, generalized and systematized the prior knowledge and practices of solving the problem under consideration, and proposed an original approach to dealing with this issue. This paper presents the results of the empirical research (a survey of educators, research results presentation in tables and charts, generalizations, and conclusions).
Main findings: The authors substantiated the considerable potential of the axiological approach for the prevention of adverse childhood experiences (ACEs), formulated valid conclusions on the nature and characteristics of socio-cultural practices as a means of preventing ACEs in the interaction between educational institutions and the family.
Applications of this study: The practical significance of the study includes the possibility of disseminating effective forms and socio-cultural practices of interaction between educational institutions and the family aimed at the prevention of ACEs, as well as teaching educational practitioners the methods and techniques of interaction that feature the significance of the family and childhood, which facilitates the prevention of ACEs.
Novelty/originality of this study: Using the axiological approach, which utilizes the interaction of educational institutions and the family for the prevention of ACEs, enriches the theory of education as well as social and cultural activities; it contributes to better understanding the ways of solving ACE problems.
Keywords
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- Abdurazakova, D. M., & Ibragimova, Z. N. (2017). The family and the school as factors in socialization of primary school children. World of Science, Culture, and Education, 5(66), 83–84.
- Afanasiev, V. V., Milkevich, O. A., Sergeeva, V. P., & Ukolova, L. I. (2016). Problem analysis of social and cultural partnership implementation in preventing children’s ill-being. Indian Journal of Science and Technology, 9(44), 1-7. https://doi.org/10.17485/ijst/2016/v9i44/105470 DOI: https://doi.org/10.17485/ijst/2016/v9i44/105470
- Afanasiev, V. V., Sergeeva, V. P., Ukolova, L. I., & Milkevich, O. A. (2017). Methodology of studying social and cultural partnership in the prevention of children’s ill-being. Espacios, 38(55), 13. https://www.revistaespacios.com/a17v38n55/a17v38n55p13.pdf
- Bell, L. (2013). A system approach to social work training. Issues in Social Work Education, 6(1).
- Berezina, T. A., & Somkova, O. N. (2019). The development of professional competence of future teachers in the aspect of interaction with families of preschool children. Pedagogical Bulletin, 7, 15–17.
- Bim-Bad, B. M. (2013). Education as an instrument of cultural regulation of the history of humankind (transcript of a talk at the First National Forum of Russian Historians of Pedagogy, Moscow, April 25, 2013). Historical and Pedagogical Journal, 2, 150–157.
- Bodnarchuk, O., Rymar, O., Solovey, A., & Malanchuk, H. (2018). The interaction of the school and family in physical education of first grade students. Journal of Physical Education and Sport, 18, 1092-1098. https://doi.org/10.7752/jpes.2018.s2163 DOI: https://doi.org/10.7752/jpes.2018.s2163
- Boiadjieva, N. (2018). New pedagogical paradigm and interaction with children with parents in education. Pedagogy, 90(1), 121–128.
- Bondarevskaya, E. V. (2004). An axiological (value) plane for the consideration of the paradigm of education and training. In I. A. Zimnaya (Ed.), Education strategy in the educational system of Russia. Agenstvoizd. servis.
- Boyatzis, R. E. (2012). The competent manager: A model for effective performance. John Wiley & Sons.
- Brüning, T., Mohr, C., Clauß, D., Ramsauer, T., & Simon-Stolz, L. (2019). Effects and sequelae of child abuse and neglect. Monatsschrift Kinderheilkunde, 167(10), 881-890. https://doi.org/10.1007/s00112-019-0762-9 DOI: https://doi.org/10.1007/s00112-019-0762-9
- Bystrai, E. B., Baronenko, E. A., Raisvikh, Yu. A., & Shtykova T. V. (2017). Communicative interaction in the process of preparing bachelores of education: Axiological approach. Bulletin of the Chelyabinsk State Pedagogical University, 7, 30–35. https://cyberleninka.ru/article/n/kommunikativnoe-vzaimodeystvie-v-protsesse-podgotovki-bakalavrov-pedagogicheskogo-obrazovaniya-aksiologicheskiy-podhod
- Crowley, Ch. B. (2017). Professional development as product implementation training. Teaching and Teacher Education, 67, 477-486. https://doi.org/10.1016/j.tate.2017.07.015 DOI: https://doi.org/10.1016/j.tate.2017.07.015
- Danilova, I. S. (2017). Main lines of education subjects cooperation in the region in the context of competence-based parenthood development. Science Review: Humanities Research, 2, 92–100.
- Egorov, P. R., & Egorova, G. F. (2016). The idea of the humanization of education as a consequence of axiological approach in pedagogy. European Social Science Journal, 5, 188–194.
- Fedorova, L. A., & Korshikova, L. Yu. (2016). Axiological approach to the problems of education. Philosophy of Education, 2(65), 153–164. https://www.sibran.ru/en/journals/issue.php?ID=167775&ARTICL E_ID=167826
- Ganieva, Y. N., Kiryakova, A. V., Gladkikh, V. G., Lopanova, E. V., Sazonova, A. N., Mitina, G. V., & Shirokikh, O. B. (2019). Axiological aspect of student professional training: matching demand and offers of labor market. Humanities and Social Sciences Reviews, 7(4), 1255-1261. https://doi.org/10.18510/hssr.2019.74173 DOI: https://doi.org/10.18510/hssr.2019.74173
- Girard, L. C., Tremblay, R. E., Côté, S. M., & Nagin, D. (2019). Development of aggression subtypes from childhood to adolescence: a group-based multi-trajectory modelling perspective. Journal of Abnormal Child Psychology, 47(5), 825-838. https://doi.org/10.1007/s10802-018-0488-5 DOI: https://doi.org/10.1007/s10802-018-0488-5
- Glizerina, I. V. (2016). Axiological foundations of higher humanitarian education: New practices and approaches. Council of Rectors, 6, 82–88.
- Gorbunova, N. V. (2019). Methodological foundations of the axiological approach in vocational teacher training. Problems of Modern Teacher Education, 62(1), 106–108.
- Gordienko, I. V., Shevchenko, S. N., & Lyubimova, N. I. (2017). Axiological problems in the educational work of professional educational organizations for the formation of the world outlook in future specialists. Philosophy of Education, 2(71), 52-57. https://doi.org/10.15372/PHE20170207 DOI: https://doi.org/10.15372/PHE20170207
- Greshilova, I. A., Kimova, S. Z., & Dambaeva, B. B. (2020). Designing the model of professional development of teachers taking into account axiological imperatives of continuing education. Universal Journal of Educational Research, 8(3), 769-778. https://doi.org/10.13189/ujer.2020.080306 DOI: https://doi.org/10.13189/ujer.2020.080306
- Grigoryeva-Golubeva, V. A. (2016). Specifics of pedagogical interaction from the perspective of the axiological approach to education. Vestnik of Pushkin Leningrad State University, 2, 160–169.
- Houle, A.-A., Besnard, T., Bérubé, A., & Dagenais, C. (2018). Factors that influence parent recruitment into prevention programs in early childhood: A concept map of parents’, practitioners’, and administrators’ points of view. Children and Youth Services Review, 85, 127-136. https://doi.org/10.1016/j.childyouth.2017.12.014 DOI: https://doi.org/10.1016/j.childyouth.2017.12.014
- Iskhakov, R. H., Scherbina, E. Y., Korotaev, I. S., & Sosnin, A. S. (2018). Methodological approaches in organizing and conducting professional mobile practice. Espacios, 39(17), 19. https://www.revistaespacios.com/a18v39n17/a18v39n17p19.pdf
- Kirdyanova, A. A. (2017). Formation of additional education teachers culture of interaction with parents in process of increasing qualification. Azimuth of Scientific Researches: Pedagogy and Psychology, 6(2(19)), 73–76.
- Kohl, K., Bihler, L.-M., Willard, J. A., Agache, A., & Leyendecker, B. (2020). Linking quantity and quality of early childhood education and care to children’s socio-emotional adjustment: a German cross-sectional study. Early Education and Development, 31(2), 177-199. https://doi.org/10.1080/10409289.2019.1650543 DOI: https://doi.org/10.1080/10409289.2019.1650543
- Kostenko, E. P., & Lebedintseva, O. I. (2017). Modern approaches to analysis of the concept of “professional readinessâ€. Akmeology, 4(64), 30–33. https://cyberleninka.ru/article/n/sovremennye-podhody-k-analizu-ponyatiya-professionalnaya-gotovnost
- Kostina, S. N., Zaitseva, E. V., & Bannykh, G. A. (2019). Children as a value: modern approaches in familystics. Bulletin of Economics, Law and Sociology, 4, 183–188. https://cyberleninka.ru/article/n/deti-kak-tsennost-sovremennye-podhody-v-familistike
- Krylova, Y. S., Artemova, E. G., Bodina, E. A., Telysheva, N. N., Knyazeva, G. L., Pokrovskaya, S. V., Charikova, I. N., & Kashina, S. G. (2019). Modern student value-semantic attitude formation towards chosen occupation in university educational environment. Humanities and Social Sciences Reviews, 7(4), 1359-1365. https://doi.org/10.18510/hssr.2019.74189 DOI: https://doi.org/10.18510/hssr.2019.74189
- Kulnevich, S. V. (1997). Personal orientation of teacher’s methodological culture. Pedagogy, 5, 108–115.
- Margolina, Zh. B., & Surtaeva, N. N. (2019). Styles of parental behavior and parenting in the family. Social Support of Families and Children: A Collection of Research and Methodological Papers, 16, 64–72.
- Maximova, O., Nagmatullina, L., & Achmetgalieva, A. (2018). Intergenerational emotional transfers in the intra-family interaction. Astra Salvensis, 6, 424–431.
- Metlik, I. V., & Potapovskaya, O. M. (2016). Spiritual and moral education as a means of developing the interaction of the family, school and religions. Pedagogy, 9, 57–65.
- Mikheeva, T. B. (2016). The axiological approach to the analysis of teachers’ self-improvement process as a way to implement their pedagogical culture. Scholarly Notes of Transbaikal State University, 11(6), 37–43.
- Milkevich, O. A. (2016). The study of the readiness of specialists for socio-cultural partnership for prevention of child ill-being. International Scientific Journal, 10-3(52), 169–172.
- Murray, J., Menezes, A. M. B., Gallo, E. A. G., Matijasevich, A., Gonçalves, H., Anselmi, L., Assunção, M. C. F., Barros, F. C., Victora, C. G., Hickman, M., & Maughan, B. (2015). Childhood behaviour problems predict crime and violence in late adolescence: Brazilian and British birth cohort studies. Social Psychiatry and Psychiatric Epidemiology, 50(4), 579-589. https://doi.org/10.1007/s00127-014-0976-z DOI: https://doi.org/10.1007/s00127-014-0976-z
- Nikolina, V. V., & Fefelova, O. E. (2016). Socio-cultural practice in modern education. Modern Problems of Science and Education, 4, 143–151. https://science-education.ru/pdf/2016/4/24915.pdf
- Novikova, E. Yu. (2019). Axiological approach in education as an interdisciplinary discourse. Law and Education, 6, 15–24.
- Perlova, Yu. V. (2018). Prevention of children’s well-being in the Perm krai: analysis of approaches and determination of social orientations. Domestic and Foreign Pedagogy, 6(56), 51-67. https://doi.org/10.24411/2224-0772-2018-10029
- Perlova, Yu. V. (2019). Teacher training for the prevention of childhood problems: Current state and innovation. Law and Education, 1, 73–82.
- Ryabova, T. V. (2019). Socio-cultural practices in the system of personal development tools. Bulletin of the St. Petersburg State Institute of Culture, 4(41), 152-158. https://doi.org/10.30725/2619-0303-2019-4-152-158 DOI: https://doi.org/10.30725/2619-0303-2019-4-152-158
- Rykova, L. K. (2018). Axiological context of ideas about value-neutral science.
- Astra Salvensis, 6, 463–471.
- Sannikov, G. G. (2018). Traditional values in the context of contemporary social reality. Alma Mater (Higher School Herald), 9, 38-42. https://doi.org/10.20339/AM.09-18.038 DOI: https://doi.org/10.20339/AM.09-18.038
- Selous, C., Kelly-Irving, M., Maughan, B., Eyre, O., Rice, F., & Collishaw, S. (2019). Adverse childhood experiences and adult mood problems: evidence from a five-decade prospective birth cohort. Psychological Medicine. https://doi.org/10.1017/S003329171900271X DOI: https://doi.org/10.1017/S003329171900271X
- Sergeeva, M. G., Bereznatskaya, M. A., Chauzova, V. A., Karavanova, L. Z., Klychkov, K. E., & Loktionova, T. E. (2018). Socialization of a personality under the conditions of globalization and informatization of the society. Espacios, 39(21), 28. https://www.revistaespacios.com/a18v39n21/a18v39n21p28.pdf
- Slinkova, I. P. (2015). The family and education: New aspects of interaction and protection. World of Science, Culture, and Education, 1(50), 49–51.
- Tien, J., Liu, J., & Lewis, G. D. (2019). Ð renatal risk factors for internalizing and externalizing problems in childhood. World Journal of Pediatrics. https://doi.org/10.1007/s12519-019-00319-2 DOI: https://doi.org/10.1007/s12519-019-00319-2
- Ulyanovskaya, Yu. S. (2017). Topical issues of studying the family as a small group from the perspective of an axiological approach. Management in Modern Systems, 2(13), 63–72.
- Ustinova, N. A. (2015). Axiological approach to the formation of conscious motherhood. Pedagogical Education in Russia, 6, 204–208. http://journals.uspu.ru/attachments/article/932/36.pdf
- Yakovleva, I. V. (2020). Axiology of education as a forming system: socio-philosophical reflection. Philosophy of Education, 20(2), 31-47. https://doi.org/10.15372/PHE20200203 DOI: https://doi.org/10.15372/PHE20200203
References
Abdurazakova, D. M., & Ibragimova, Z. N. (2017). The family and the school as factors in socialization of primary school children. World of Science, Culture, and Education, 5(66), 83–84.
Afanasiev, V. V., Milkevich, O. A., Sergeeva, V. P., & Ukolova, L. I. (2016). Problem analysis of social and cultural partnership implementation in preventing children’s ill-being. Indian Journal of Science and Technology, 9(44), 1-7. https://doi.org/10.17485/ijst/2016/v9i44/105470 DOI: https://doi.org/10.17485/ijst/2016/v9i44/105470
Afanasiev, V. V., Sergeeva, V. P., Ukolova, L. I., & Milkevich, O. A. (2017). Methodology of studying social and cultural partnership in the prevention of children’s ill-being. Espacios, 38(55), 13. https://www.revistaespacios.com/a17v38n55/a17v38n55p13.pdf
Bell, L. (2013). A system approach to social work training. Issues in Social Work Education, 6(1).
Berezina, T. A., & Somkova, O. N. (2019). The development of professional competence of future teachers in the aspect of interaction with families of preschool children. Pedagogical Bulletin, 7, 15–17.
Bim-Bad, B. M. (2013). Education as an instrument of cultural regulation of the history of humankind (transcript of a talk at the First National Forum of Russian Historians of Pedagogy, Moscow, April 25, 2013). Historical and Pedagogical Journal, 2, 150–157.
Bodnarchuk, O., Rymar, O., Solovey, A., & Malanchuk, H. (2018). The interaction of the school and family in physical education of first grade students. Journal of Physical Education and Sport, 18, 1092-1098. https://doi.org/10.7752/jpes.2018.s2163 DOI: https://doi.org/10.7752/jpes.2018.s2163
Boiadjieva, N. (2018). New pedagogical paradigm and interaction with children with parents in education. Pedagogy, 90(1), 121–128.
Bondarevskaya, E. V. (2004). An axiological (value) plane for the consideration of the paradigm of education and training. In I. A. Zimnaya (Ed.), Education strategy in the educational system of Russia. Agenstvoizd. servis.
Boyatzis, R. E. (2012). The competent manager: A model for effective performance. John Wiley & Sons.
Brüning, T., Mohr, C., Clauß, D., Ramsauer, T., & Simon-Stolz, L. (2019). Effects and sequelae of child abuse and neglect. Monatsschrift Kinderheilkunde, 167(10), 881-890. https://doi.org/10.1007/s00112-019-0762-9 DOI: https://doi.org/10.1007/s00112-019-0762-9
Bystrai, E. B., Baronenko, E. A., Raisvikh, Yu. A., & Shtykova T. V. (2017). Communicative interaction in the process of preparing bachelores of education: Axiological approach. Bulletin of the Chelyabinsk State Pedagogical University, 7, 30–35. https://cyberleninka.ru/article/n/kommunikativnoe-vzaimodeystvie-v-protsesse-podgotovki-bakalavrov-pedagogicheskogo-obrazovaniya-aksiologicheskiy-podhod
Crowley, Ch. B. (2017). Professional development as product implementation training. Teaching and Teacher Education, 67, 477-486. https://doi.org/10.1016/j.tate.2017.07.015 DOI: https://doi.org/10.1016/j.tate.2017.07.015
Danilova, I. S. (2017). Main lines of education subjects cooperation in the region in the context of competence-based parenthood development. Science Review: Humanities Research, 2, 92–100.
Egorov, P. R., & Egorova, G. F. (2016). The idea of the humanization of education as a consequence of axiological approach in pedagogy. European Social Science Journal, 5, 188–194.
Fedorova, L. A., & Korshikova, L. Yu. (2016). Axiological approach to the problems of education. Philosophy of Education, 2(65), 153–164. https://www.sibran.ru/en/journals/issue.php?ID=167775&ARTICL E_ID=167826
Ganieva, Y. N., Kiryakova, A. V., Gladkikh, V. G., Lopanova, E. V., Sazonova, A. N., Mitina, G. V., & Shirokikh, O. B. (2019). Axiological aspect of student professional training: matching demand and offers of labor market. Humanities and Social Sciences Reviews, 7(4), 1255-1261. https://doi.org/10.18510/hssr.2019.74173 DOI: https://doi.org/10.18510/hssr.2019.74173
Girard, L. C., Tremblay, R. E., Côté, S. M., & Nagin, D. (2019). Development of aggression subtypes from childhood to adolescence: a group-based multi-trajectory modelling perspective. Journal of Abnormal Child Psychology, 47(5), 825-838. https://doi.org/10.1007/s10802-018-0488-5 DOI: https://doi.org/10.1007/s10802-018-0488-5
Glizerina, I. V. (2016). Axiological foundations of higher humanitarian education: New practices and approaches. Council of Rectors, 6, 82–88.
Gorbunova, N. V. (2019). Methodological foundations of the axiological approach in vocational teacher training. Problems of Modern Teacher Education, 62(1), 106–108.
Gordienko, I. V., Shevchenko, S. N., & Lyubimova, N. I. (2017). Axiological problems in the educational work of professional educational organizations for the formation of the world outlook in future specialists. Philosophy of Education, 2(71), 52-57. https://doi.org/10.15372/PHE20170207 DOI: https://doi.org/10.15372/PHE20170207
Greshilova, I. A., Kimova, S. Z., & Dambaeva, B. B. (2020). Designing the model of professional development of teachers taking into account axiological imperatives of continuing education. Universal Journal of Educational Research, 8(3), 769-778. https://doi.org/10.13189/ujer.2020.080306 DOI: https://doi.org/10.13189/ujer.2020.080306
Grigoryeva-Golubeva, V. A. (2016). Specifics of pedagogical interaction from the perspective of the axiological approach to education. Vestnik of Pushkin Leningrad State University, 2, 160–169.
Houle, A.-A., Besnard, T., Bérubé, A., & Dagenais, C. (2018). Factors that influence parent recruitment into prevention programs in early childhood: A concept map of parents’, practitioners’, and administrators’ points of view. Children and Youth Services Review, 85, 127-136. https://doi.org/10.1016/j.childyouth.2017.12.014 DOI: https://doi.org/10.1016/j.childyouth.2017.12.014
Iskhakov, R. H., Scherbina, E. Y., Korotaev, I. S., & Sosnin, A. S. (2018). Methodological approaches in organizing and conducting professional mobile practice. Espacios, 39(17), 19. https://www.revistaespacios.com/a18v39n17/a18v39n17p19.pdf
Kirdyanova, A. A. (2017). Formation of additional education teachers culture of interaction with parents in process of increasing qualification. Azimuth of Scientific Researches: Pedagogy and Psychology, 6(2(19)), 73–76.
Kohl, K., Bihler, L.-M., Willard, J. A., Agache, A., & Leyendecker, B. (2020). Linking quantity and quality of early childhood education and care to children’s socio-emotional adjustment: a German cross-sectional study. Early Education and Development, 31(2), 177-199. https://doi.org/10.1080/10409289.2019.1650543 DOI: https://doi.org/10.1080/10409289.2019.1650543
Kostenko, E. P., & Lebedintseva, O. I. (2017). Modern approaches to analysis of the concept of “professional readinessâ€. Akmeology, 4(64), 30–33. https://cyberleninka.ru/article/n/sovremennye-podhody-k-analizu-ponyatiya-professionalnaya-gotovnost
Kostina, S. N., Zaitseva, E. V., & Bannykh, G. A. (2019). Children as a value: modern approaches in familystics. Bulletin of Economics, Law and Sociology, 4, 183–188. https://cyberleninka.ru/article/n/deti-kak-tsennost-sovremennye-podhody-v-familistike
Krylova, Y. S., Artemova, E. G., Bodina, E. A., Telysheva, N. N., Knyazeva, G. L., Pokrovskaya, S. V., Charikova, I. N., & Kashina, S. G. (2019). Modern student value-semantic attitude formation towards chosen occupation in university educational environment. Humanities and Social Sciences Reviews, 7(4), 1359-1365. https://doi.org/10.18510/hssr.2019.74189 DOI: https://doi.org/10.18510/hssr.2019.74189
Kulnevich, S. V. (1997). Personal orientation of teacher’s methodological culture. Pedagogy, 5, 108–115.
Margolina, Zh. B., & Surtaeva, N. N. (2019). Styles of parental behavior and parenting in the family. Social Support of Families and Children: A Collection of Research and Methodological Papers, 16, 64–72.
Maximova, O., Nagmatullina, L., & Achmetgalieva, A. (2018). Intergenerational emotional transfers in the intra-family interaction. Astra Salvensis, 6, 424–431.
Metlik, I. V., & Potapovskaya, O. M. (2016). Spiritual and moral education as a means of developing the interaction of the family, school and religions. Pedagogy, 9, 57–65.
Mikheeva, T. B. (2016). The axiological approach to the analysis of teachers’ self-improvement process as a way to implement their pedagogical culture. Scholarly Notes of Transbaikal State University, 11(6), 37–43.
Milkevich, O. A. (2016). The study of the readiness of specialists for socio-cultural partnership for prevention of child ill-being. International Scientific Journal, 10-3(52), 169–172.
Murray, J., Menezes, A. M. B., Gallo, E. A. G., Matijasevich, A., Gonçalves, H., Anselmi, L., Assunção, M. C. F., Barros, F. C., Victora, C. G., Hickman, M., & Maughan, B. (2015). Childhood behaviour problems predict crime and violence in late adolescence: Brazilian and British birth cohort studies. Social Psychiatry and Psychiatric Epidemiology, 50(4), 579-589. https://doi.org/10.1007/s00127-014-0976-z DOI: https://doi.org/10.1007/s00127-014-0976-z
Nikolina, V. V., & Fefelova, O. E. (2016). Socio-cultural practice in modern education. Modern Problems of Science and Education, 4, 143–151. https://science-education.ru/pdf/2016/4/24915.pdf
Novikova, E. Yu. (2019). Axiological approach in education as an interdisciplinary discourse. Law and Education, 6, 15–24.
Perlova, Yu. V. (2018). Prevention of children’s well-being in the Perm krai: analysis of approaches and determination of social orientations. Domestic and Foreign Pedagogy, 6(56), 51-67. https://doi.org/10.24411/2224-0772-2018-10029
Perlova, Yu. V. (2019). Teacher training for the prevention of childhood problems: Current state and innovation. Law and Education, 1, 73–82.
Ryabova, T. V. (2019). Socio-cultural practices in the system of personal development tools. Bulletin of the St. Petersburg State Institute of Culture, 4(41), 152-158. https://doi.org/10.30725/2619-0303-2019-4-152-158 DOI: https://doi.org/10.30725/2619-0303-2019-4-152-158
Rykova, L. K. (2018). Axiological context of ideas about value-neutral science.
Astra Salvensis, 6, 463–471.
Sannikov, G. G. (2018). Traditional values in the context of contemporary social reality. Alma Mater (Higher School Herald), 9, 38-42. https://doi.org/10.20339/AM.09-18.038 DOI: https://doi.org/10.20339/AM.09-18.038
Selous, C., Kelly-Irving, M., Maughan, B., Eyre, O., Rice, F., & Collishaw, S. (2019). Adverse childhood experiences and adult mood problems: evidence from a five-decade prospective birth cohort. Psychological Medicine. https://doi.org/10.1017/S003329171900271X DOI: https://doi.org/10.1017/S003329171900271X
Sergeeva, M. G., Bereznatskaya, M. A., Chauzova, V. A., Karavanova, L. Z., Klychkov, K. E., & Loktionova, T. E. (2018). Socialization of a personality under the conditions of globalization and informatization of the society. Espacios, 39(21), 28. https://www.revistaespacios.com/a18v39n21/a18v39n21p28.pdf
Slinkova, I. P. (2015). The family and education: New aspects of interaction and protection. World of Science, Culture, and Education, 1(50), 49–51.
Tien, J., Liu, J., & Lewis, G. D. (2019). Ð renatal risk factors for internalizing and externalizing problems in childhood. World Journal of Pediatrics. https://doi.org/10.1007/s12519-019-00319-2 DOI: https://doi.org/10.1007/s12519-019-00319-2
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