The first issue of Social Sciences and Childhood for 2026 (No. 1, 2026) has been released, featuring research on current issues in children's social and psychological development, institutional transformations in inclusive education, and evidence-based approaches to assessment and family counseling.
The Social Psychology section includes two articles. The first examines parents' attitudes toward affective tactile contact with children with autism spectrum disorder (ASD). Based on a parental sample, the authors identified a cognitive-affective dissonance characteristic of this group: while acknowledging the theoretical value of close tactile interaction, parents often doubt its effectiveness in practice with their own children. Particular attention is given to the phenomenon of "tactile fatigue," interpreted as a manifestation of parental burnout requiring targeted psychological support. The study emphasizes the need to develop programs focused on restoring parental resources and fostering mindful tactile strategies that account for the sensory characteristics of children with ASD.
Also in this section is a large-scale study analyzing processes of growing up under conditions of social vulnerability, using the inclusive education system as a case example. Drawing on data from a nationwide survey (over 2,200 children and young adults, more than 1,000 parents, and 300 specialists) alongside official statistics from 2020–2025, the authors demonstrate how macro-level institutional changes intersect with micro-level subjective family experiences. Findings reveal that children's perceptions of growing up are emotionally ambivalent, whereas parents exhibit heightened anxiety levels. The results substantiate the need for a comprehensive approach that considers both structural conditions and personal experience—essential for developing targeted support measures for vulnerable children and their families.
The Developmental Psychology section presents two studies. The first article addresses the assessment of emotional well-being in older preschool children. The authors introduce a modified battery of assessment tools covering personality traits, emotional-volitional regulation, communication skills, and neurotic manifestations. Empirical validation with samples of preschoolers, educators, and parents confirmed the instrument's high reliability and its capacity to reliably differentiate groups of children by level of emotional well-being. This work responds to the growing demand among practicing psychologists and researchers for valid diagnostic batteries enabling early risk identification and timely support for preschoolers in educational settings.
The issue concludes with an analytical review of contemporary international approaches to applying attachment theory in family counseling with parent-child and spousal dyads. Based on a systematic synthesis of empirical research from 2000–2024, the review demonstrates that integrating attachment principles significantly enhances the effectiveness of psychotherapeutic interventions for adolescent depression, suicide risk, and marital distress. It is established that meeting basic needs for safety and emotional availability serves as a key mediator of therapeutic change. The authors recommend incorporating attachment style assessment into standard family counseling protocols to improve intervention targeting and strengthen the psychological well-being of all family members.
Collectively, the materials in this issue provide a cohesive overview of contemporary challenges in childhood studies: from addressing parental burnout and adapting inclusive environments to implementing reliable assessment tools and theoretically grounded family therapy practices. What unites all contributions is the authors' commitment to bridging fundamental theoretical foundations with empirical evidence and practical recommendations for psychologists, educators, and social workers.