| Annotation |
The phenomenon of labor migration from the post-Soviet countries and, mainly, from the Central Asian
republics to the territory of the Russian Federation is the subject of close attention of specialists, scientists from
various fields of socio-humanitarian sciences. The expansion of the area of labor migration spreading within
Siberia and the Far Eastern Federal District, as well as the quantitative increase in incoming migrants, actualizes
a number of issues, including aspects such as the adaptation of arriving migrants to changed socio-cultural
conditions, analysis of the transformation of the ethno-cultural and ethno-religious space of the recipient region,
the incorporation of migrant labor families, including their children, into social institutions of the host community.
The purpose of this study is to identify the cognitive-motivational aspect of adaptation of the studied categories, which will allow to adjust the social policy strategy available at the regional level in relation to migrants and their
families, and, accordingly, will create conditions for more effective management of migration processes. The
problems of the research imply the use of theoretical and empirical methods. Consideration of the phenomenon
of childhood in these aspects makes it possible to identify existing models and strategies for the adaptation of
children who have left the usual cultural environment and migrated with their parents, and those born in migration
based on the application of theoretical and methodological developments of acculturation of J. Berry and Yang
Kim’s adaptation theories. The need for this kind of analysis is determined directly by the social agenda itself – an
increase in the share of migrants among recipients of social services. As an empirical method, the focus group
method is used, which helps to identify the difficulties and features of the adaptation process, as well as the
goals and prospects of further socialization, which is a priority for migrant children, representatives of educational
institutions ‒ preschool, school education. |
| References |
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