specific needs of children and elderly left behind as a ... - IOM Moldova

CHAPTER I
The parents of children of this age category do not get involved in guiding
their children in extra-curricular activities “We cannot get them to participate
in extra-curricular activities, it is very difficult” (FG_EC_rural), which
deprives them of development and communication activities. Grandparents
actively participate in the extra-curricular development of their
grandchildren when they still can do it and there are appropriate resources:
“He has some..., we take him to “Speranta” to gymnastics… and then to
Zimbru to soccer...” (III_E_9). Low involvement of children left behind in
extra curricular activities is determined by a lack of time as they have to
perform many home tasks.
Children get to choose their sphere of interests under the influence of their
friends and classmates. A case that was identified during the study proves
that these choices are not always the most suitable and inoffensive: “At
school she met a child who was providing sexual services and that showed
her the possibility to make easy money, the tariffs and where she can find
potential clients. There is also an Internet advertisement about this. A potential
client called the Centre and looked for the possibility to talk to the minor
under the pretext that he was her classmate” (III_C_25).
Cultural consumption is an important factor that determines the development
of a certain lifestyle for a child, which influences his/her
school results. This research proves that TV (a cheap and accessible
means) and the PC are the main resources in obtaining cultural information:
“I watch TV... I watch cartoons” (III_C_14); “I find out a
lot of things from TV shows. I watched one yesterday “Sex before and
after marriage”. It was very interesting, I found out a lot of new things”
(III_C_1); “Through the PC… you just write the question and you get the
answer” (III_C_23). Although children do not spend remittances on
buying books, developmental toys, newspapers and journals, they still
mentioned these sources: “I buy only story books. I don’t know which
ones are the best, they’re all so beautiful” (III_C_5). The children’s intention
and concern to go to a library or to read is seldom met: “I
like to read books... I go to the library and stay there alone; I read a lot in
English” (III_C_16). Only the parents who have an active cultural life
and insist on their child reading by providing an example and investing
in books, useful toys, etc., will encourage their children to understand
that culture is important for their development.
Children’s school results are influenced by individual traits of pupils: the
level of aspiration, motivation, their attitude towards school and confidence
in their educational institution. A child’s emotional maturity (will
and capacity to adapt oneself) is decisive in outlining the level of their development
of personality throughout the whole school activity: “I want to
have a good mark at the end of the semester and I have to study hard for that”
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