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APPROACHES OF THE EDUCATIONAL FACTORS IN ORDER TO MITIGATE THE DISCREPANCIES BETWEEN THE COGNITIVE AND SOCIO-EMOTIONAL ENVIRONMENTS
Abstract
Background: Studies on the modern society we live in reveal that people have an increasingly saturated cognitive environment but socio-emotionally deprived. Systematic analyzes of the educational process demonstrate, complementary, the maintenance of a gap between the educational cognitive environment and the socio-emotional environment, influenced by the social-familial context. Through this study we proposed the creation of an educational program by means of which to balance both areas, involving two of the key educational factors: school and family. Methods: The research method used was the questionnaire based survey, as an experimentation of a program implemented for the students and their parents, with the purpose of shaping the socio-emotional component of students with indirect implications on the cognitive component. Results: By analyzing the behavioral response of the students and parents, we want to identify ways to avoid the factors that lead to phenomena of socio-emotional deprivation and the lowering of the impact of the factors already manifested. The program implemented would involve also positive changes in the attitudes of children towards school and knowledge. We anticipate obtaining superior results by organizing educational activities at the junction between school and family. Conclusions: The concerns of educational factors towards maintaining a balance between cognition and affection regarding student training should be given priority because a harmonious personality fully formed requires both components. Early intervention on factors determining various forms of socio-emotional deprivation can lead to success in shaping the personality of students, while ensuring an equitable ratio between the concerns of cognitive and socio-emotional development.
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