CHARACTERISTICS OF SOCIAL COMPETENCE OF CHILDREN WITH PARENTAL CARE AND CHILDREN WITHOUT PARENTAL CARE
CHARACTERISTICS OF SOCIAL COMPETENCE OF CHILDREN WITH PARENTAL CARE AND CHILDREN WITHOUT PARENTAL CARE

Summary/Abstract: Problems of social relations and social behaviour of children and young people in the process of education and upbringing account for a very prominent field of interest for the scientific community and professional public. Many authors devote careful attention to examining the nature and role of social relations in the development of a child. It has been shown that the quality of interpersonal relations between the child and the people around him represent a significant factor of social-emotional and cognitive development of an individual. Disrupted relationship between parents and their conflicts are the cause of many difficulties, educational failures and often antisocial and delinquent behaviour of children. In order for a child to become properly integrated into a group of its peers, it must possess social skills because the level of social skills development is a prerequisite for social competence of children in social situations. Therefore, in hindsightofcomprehensive theoretical knowledge about the causal relationship of social competence of children and their integration into peer groups, the research question is: Is there a difference in the level of social skills development of children without parental care and children with parental care regarding the age from the fifth up to the eighth grade of elementary school (11 to 14 year-olds)? The results of this study have shown that there are small statistically significant deviations in the number of claims among children with parental care and children without parental care . When it comes to the acceptance of school rules and authority of teachers, a part of personal responsibilityin social interaction - which is related to the development of awareness of the consequences of their actions - was lower in both groups of children, although it is somewhat more common among children with parental care. This paper has enabled achieving progresson the subject of understanding the need to establish a harmonized and coordinated collaboration between pedagogues in homes (residential care facilities) and teaching staff in schools, in order to overcome partial approach and develop a holistic one in monitoring social development of children without parental care.

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