Issue No. 4 of the journal “Social Sciences and Childhood” for 2025 has been published, featuring research on a range of current aspects of childhood and challenges in its study.
In the section “Pedagogy and Educational Psychology,” an article examines the evaluation of Universal Design for Learning (UDL) principles at a university in Tyumen, Russia. Alongside data analysis, the authors address a key methodological issue common to studies involving surveys of children and adults: the meaning behind “silent” responses such as “I don’t know,” “I haven’t thought about it,” or “I find it difficult to answer,” as well as socially desirable responding. The authors argue that evasive or non-committal answers warrant closer attention from analysts and researchers, as their interpretation carries significant implications for data analysis and the validity of statistical conclusions.
The article provides a thorough review of both Russian and international perspectives on the causes of this phenomenon and proposes approaches to interpreting such responses. It also critically examines the widespread use of Likert scales in assessment instruments—highlighting frequent misapplications and methodological shortcomings, while acknowledging their advantage over binary scales in yielding richer, more nuanced data.
The “Developmental Psychology” section features two studies. The first evaluates the effectiveness of the “Alphabet of a Happy Family” parent education program in Moscow, Russia. Based on a sample of 68 mother–child dyads, the study demonstrates a direct link between improvements in maternal parenting competencies and reduced anxiety levels among school-aged children. Following program participation, mothers showed statistically significant reductions in anxiety, depression, and aggression, alongside measurable improvements in key dimensions of parent–child interaction, including unconditional acceptance of the child and emotional support. This research holds relevance not only academically but also in response to societal and governmental demands for strategies to prevent social orphanhood.
The second article explores contemporary adolescents’ perceptions of the ideal man in Moscow, Russia. The findings reveal a coexistence of traditional (patriarchal) and alternative (egalitarian) models of masculinity. Young men tend to favor traditional ideals, whereas girls lean toward progressive ones. These conflicting gender norms create internal tension during identity formation, particularly among adolescent boys.
The article “Foster Children and Families: Rethinking Support Priorities” (Moscow, Russia) offers a critical analysis of the current support system for foster families, drawing on Moscow’s experience. Written by an adoptive parent, the piece argues that existing assistance is typically fragmented, exclusively child-focused, and formalistic, neglecting the family as an integrated system. This approach often isolates the child and exacerbates intrafamilial stress. The author advocates shifting from a logic of control to one of partnership and proposes a comprehensive support model that unites efforts by the state, educational institutions, and non-governmental organizations.
November and December traditionally host numerous international and all-Russian conferences, and brief reviews of two such events appear in the “Academic Life” section. At the roundtable “The Psychological Portrait of Today’s Children and Adolescents”—held as part of the XXIV International Research and Practice Conference for Young Scholars in Education, “Practice-Oriented Science: Emerging Directions and Organizational Models” (Moscow State University of Psychology and Education, Moscow)—findings from nine studies involving over 143,000 respondents were presented. Speakers identified emerging trends: declining independence among preschoolers, waning academic motivation in younger schoolchildren, and the emergence of hybrid gender ideals among adolescents, among others. The discussion also highlighted predictors of children’s subjective well-being within family and educational contexts and emphasized a frequent mismatch between children’s self-assessments of their well-being and evaluations by adults or official statistics. These insights contribute to a new, contextual paradigm in childhood studies—one centered on the child as an active agent.
Finally, an analytical overview of the VII All-Russian Sociological Congress (Moscow, Russia) outlines key themes in the sociology of childhood currently under discussion. Participants addressed issues such as regulating digital device use in schools, risks associated with digital socialization, adaptation of migrant children, and engagement with cultural heritage. The congress underscored the need for interdisciplinary dialogue with psychologists and the development of new sociology-of-childhood curricula for a broad range of professionals.