PSYCHOLOGICAL FEATURES OF THE IMPLEMENTATION OF THE EDUCATIONAL FUNCTION BY THE FOLLOWING FAMILY

Abstract

The article examines the implementation of the educational function within foster families, emphasizing its crucial role in the psychological, emotional, and social development of children deprived of parental care. The purpose of the study is to identify the main psychological factors that determine the effectiveness of educational practices in foster families and to define the emotional, social, and environmental conditions that promote or hinder successful upbringing. The research highlights that the educational function of foster parenting is a multidimensional and dynamic process that integrates psychological support, emotional bonding, restoration of trust, social adaptation, and the creation of a stable, caring, and secure family climate. These aspects are essential for helping children overcome traumatic experiences, rebuild emotional balance, and develop a sense of belonging, confidence, and mutual respect within family relationships. The empirical study, conducted through a structured survey of 42 foster parents from various regions of Ukraine, revealed that the success of foster care largely depends on parents’ empathy, motivation, psychological maturity, and ability to ensure a supportive atmosphere of acceptance and emotional safety. It is emphasized that effective foster parenting requires systematic psychological assistance, flexible educational strategies, and professional counseling aimed at strengthening emotional resilience, personal growth, and positive self-perception in children. The findings expand the scientific understanding of foster family dynamics and provide practical recommendations for enhancing the system of psychological and pedagogical support, promoting emotional well-being, and ensuring successful social integration of children in contemporary Ukrainian society.