PRIMARY SCHOOL PUPILS’ DIFFICULTIES TO SCHOOL ADJUSTING

In the social system of education, student report should be presented to those who educates both (teachers) and the class /group to which it belongs, each involving relational contact implicitly influences that lead to better adapt to the school environment. Social interrelations affect intellectual development of the student, his attitudes about the educational objectives of the school and its results and conduct, to social developments.

The assumption from which we started in this study was: paying a systematic character and high effectiveness as educational influences in the three directions considered (self-knowledge, knowing each other and Cooperation), acting on uniform methodological strategies, we can accelerate the cohesion of the class students, thereby optimizing the process of adapting to school.

In this purpose a research was performed on a total of 89 students from classes III and IV from a school in Oradea, enrolled in two groups: experimental and control. Among the methods used in the research we included: investigation based on a questionnaire; direct observation; investigation in the school; the teaching research.

The results of the research confirm the hypothesis exhibition highlighting the role of interpersonal relationships within the classroom, in the school adaptation group - class members.