| Abstract [eng] |
Integration difficulties of children and teenagers at school of a not big town, the emotional and behavior orientated problems are particularly identifiable. It is especially important to refer and to recognize them already for this reason that in a little while these teenagers will have to join the society, to start their families and inside of them their life model. We have to clarify the most important reasons of a not proper behavior and to define the communication problems, which attend these schoolchildren, if we want to help the children and teenagers practically to develop sufficient life experience and to conduct the pro-social behavior norms. The paper includes the theoretical analysis about the children characteristics from the social risk families and about the educational institution’s influence on the social adoption of the risk group children. The hypothesis implies that the psychosocial needs’ fulfillment possibilities of the children, who have grown up in the social risk families, affect the educational characteristics. The survey as a questionnaire interviewing method is performed with the target to analyze the social development characteristics of the risk group children within the educational context. The statistical data analysis (descriptive, of frequencies, of averages, correlative, chi-square test) is being made. 100 schoolchildren of the risk group families, 100 schoolchildren of the other families, 100 pedagogues of the secondary education schools and 100 parents of the risk group families have participated in the survey. The relation between the development features, the behavior expression in the social environment, the free time interests or the educational requirement fulfillment in the after-school activities of the risk group children and of other children by comparing with the development in the family is analyzed in the empirical paper part. The most important empirical research conclusions: • The obtained results have shown that the psychosocial needs’ fulfilment of the children from the social risk families is weak, what influences the educational characteristics. • The research results have discovered the relevant differences of the educational targets, which are conditioned by the parents’ attitude to the education. The schoolchildren from the not risk group families are more future orientated, with what they conjoin their high education obtainment. Unlike the children from the risk group families have maintained their status consolidation in the group of the same age children as their most important motive. • It is determined that the children from the risk group families are less stronger prepared for the social and academic requirements upraised by school as to the same of their peers, because of that lots of different problems affected by the not proper behavior appear in the field of the social competence. • The research data has detected, that the weak communication between the parents and teachers, the imputation by each other and the deficiency of child’s needs analysis interrupt the children from the risk group families to achieve the proper status in the class. The parents’ incapability (or their not desire) to recognize the lacks of the communication with their children or the deficiency of the teachers of the critical attitude to their selves as the educators have affected the non-integration of the schoolchildren in the class • The relative characteristics differences are statistically determined. The schoolchildren form the social risk group families explicit oftener than the other children of the same age have been involved in to the fray, have threatened and frightened other persons; have had relationship with teenagers, who have often an issue with troubles. |
