| Abstract [eng] |
The paper deals with theoretical analysis, including the name of junior school age children, social questions, their origin and cause of the possible solutions. Hypothesis: parents' and teachers' approach to social problems is no different, parents'and teachers' views of one another are different. Been subjected to a quantitative survey - questionnaire for parents (N = 47), teachers (N = 14), students (N = 45) in order to determine what social problems exist in Ryskenu basic school what the origin of these problems and how to solve these problems. To identify the characteristics of social problems, inter-institutional co-operation opportunities, professional, responsible for social issues, expectations of a qualitative study – has been applied structured interviews with teachers and school social partners. Following a qualitative study – structured interviews with teachers and school social partners were identified signs of social issues, the Inter-institutional co-operation opportunities and professionals’, responsible for social issues, expectations. The most important empirical conclusions that were drawn are: The theoretical analysis revealed that in today's society children's psychosocial development is adversely affected by family’s as a social institute recession and the changes of family’s social functions’, structure and its impact on society. After the quantitative analysis of the social issues in Ryskenu basic school can be concluded that: o The greatest social problem among children is smoking. Parents, teachers and children themselves indicate this problem. One fifth of primary schoolchildren have tried smoking, a few of them smoke every day. o Teachers identify that communication with parents is the least successful educational policy. o Parents are not sufficiently involved in the resulting problems, and therefore does not fully cover the possibility of child support. Following the structured interview analysis, it can be: o An important key to solving social problems - early prevention application, including representatives from Child Protection Services, police, churches, parents and other community representatives. o Family and school should be based on the characteristics of their social environment, the school community's efforts to make the process of socialization of the child's success. The hypothesis that the parents and the teachers' attitude to social problems has proved to be no different from the part. Other hypothesis that parents 'and teachers' views of one another are different- has been confirmed. There are prepared recommendations and the project frame for the family and school development cooperation in addiction prevention. |
