Author: Valid\u0259 Babayeva
Organization: G\u0259nc\u0259 D\u00f6vl\u0259t Universiteti
DOI: 10.5281\/zenodo.15302849
E-mail: baba-yeva@gmail.com
ORCID: 0000-0002-9673-0862<\/p>\n\n\n\n
Abstract.<\/strong> Article analyzes the state of affairs of educational risk group of children, nurturing sociology widely used «ex-post-facto» research materials collected by the method of investigation. It is certain that the processes taking place in today’s society (whether its positive or negative) is directly related to the tension caused by the adaptation of children in this situation. Innovation not only technically, in matters of life, but also the education of children who are at risk should be reflected in the structure and content. Because, the people who are carriers of a new culture and identity formation of society is going through a new qualities..<\/p>\n\n\n\n Keywords:<\/strong> risk groups children, sociological research methods, school educational institutions, «the expost-facto» method, social and educational work, leisure time<\/em><\/p>\n\n\n\n Bu g\u00fcn c\u0259miyy\u0259td\u0259 ged\u0259n prosesl\u0259r, yenil\u0259\u015fm\u0259, onun pozitiv v\u0259 ya neqativ olmas\u0131ndan as\u0131l\u0131 olmayaraq yaratd\u0131\u011f\u0131 g\u0259rginlik g\u0259nc n\u0259slin bu \u015f\u0259rait\u0259 adaptasiya il\u0259 ba\u011fl\u0131d\u0131r. Ye-nil\u0259\u015fm\u0259 yaln\u0131z texniki, h\u0259yat\u0131 m\u0259s\u0259l\u0259l\u0259rd\u0259 deyil, h\u0259m d\u0259 t\u0259hsilin struktur v\u0259 m\u0259zmununda \u00f6z \u0259ksini tapmal\u0131d\u0131r. \u00c7\u00fcnki yeni c\u0259miyy\u0259t yeni keyfiyy\u0259tl\u0259rin da\u015f\u0131y\u0131c\u0131s\u0131 olan insanlar\u0131n t\u0259rbiy\u0259si v\u0259 \u015f\u0259xsiyy\u0259tinin formala\u015fmas\u0131ndan ke\u00e7ir. M\u00fcxt\u0259lif material-lar\u0131n m\u00fcqayis\u0259li t\u0259limi g\u00f6st\u0259rirdi ki, demokrafik amill\u0259rin t\u0259siri h\u0259mi\u015f\u0259 vasit\u0259li xarak-ter da\u015f\u0131y\u0131r. \u015eagirdin bir \u015f\u0259xsiyy\u0259t kimi formala\u015fmas\u0131 prosesind\u0259 onlar bilavasit\u0259 deyil dolay\u0131s\u0131 il\u0259 ilk n\u00f6vb\u0259d\u0259 ail\u0259daxili m\u00fcnasib\u0259tl\u0259r vasit\u0259sil\u0259 t\u0259sir g\u00f6st\u0259rirl\u0259r. \u201cEks post fakto\u201d \u00fcsulu il\u0259 \u0259ld\u0259 etdiyimiz materiallar bu n\u00f6qteyi-n\u0259z\u0259rd\u0259n maraql\u0131d\u0131r \u201cEks post fakto\u201d mahiyy\u0259tc\u0259 retrospektiv t\u0259hlil \u00fcsuludur. Sosiologiyada, el\u0259c\u0259 d\u0259 t\u0259rbiy\u0259nin sosiologiyas\u0131nda geni\u015f istifad\u0259 olunan h\u0259min \u00fcsulun vasit\u0259sil\u0259 fakt ba\u015f ver\u0259nd\u0259n sonra onu \u015f\u0259rtl\u0259ndir\u0259n s\u0259b\u0259bl\u0259r \u00f6yr\u0259nilir. Bu m\u0259qs\u0259dl\u0259 m\u00fcvafiq s\u0259n\u0259dl\u0259r \u0259sas\u0131nda ancaq \u00f6yr\u0259dil\u0259n eksperimental k\u0259miyy\u0259t\u0259 g\u00f6r\u0259 bir-birind\u0259n f\u0259rql\u0259n\u0259n iki qrup yarad\u0131l\u0131r. Qruplar\u0131n m\u00fcvafiq eksperimental k\u0259miyy\u0259t\u0259 g\u00f6r\u0259 retrospektiv t\u0259hlili \u015fagird \u015f\u0259xsiyy\u0259tinin formala\u015fmas\u0131n\u0131 \u015f\u0259rtl\u0259ndir\u0259n sosial amill\u0259rin rolunu ayd\u0131nla\u015fd\u0131rmaq imkan\u0131 verir (2, s.67). Pedaqoji psixologiyada ail\u0259nin t\u0259rbiy\u0259 m\u00fchitini \u015f\u0259rtl\u0259ndir\u0259n amill\u0259ri iki tip\u0259 ay\u0131r\u0131rlar. Ail\u0259 m\u00fcnasib\u0259tl\u0259ri \u0259r-arvad, ana-ata, valideyn-\u00f6vladlar, bac\u0131-qarda\u015f v\u0259 s. m\u00fcnasib\u0259tl\u0259ri birinci tip amill\u0259r s\u0131ras\u0131na daxildir. Ail\u0259nin maddi v\u0259ziyy\u0259tini, m\u0259nzil \u015f\u0259raitini v\u0259 s. is\u0259 ikinci tip amill\u0259r\u0259 aid edirl\u0259r. U\u015faqlar\u0131n t\u0259rbiy\u0259si sah\u0259sind\u0259 ikinci tip amill\u0259rin \u0259h\u0259miyy\u0259ti ayd\u0131nd\u0131r. Lakin, bununla bel\u0259, onlar\u0131n t\u0259sirini h\u0259lledici hesab etm\u0259k olmaz. Psixoloji t\u0259dqiqatlar g\u00f6s\u0259rir ki, ail\u0259nin t\u0259rbiy\u0259 imkanlar\u0131, h\u0259r \u015feyd\u0259n \u0259vv\u0259l, ail\u0259daxili m\u00fcnasib\u0259tl\u0259rin, ilk n\u00f6vb\u0259d\u0259, valideynl\u0259rl\u0259 \u00f6vladlar\u0131n qar\u015f\u0131l\u0131ql\u0131 m\u00fcnasib\u0259tl\u0259ri il\u0259 m\u00fc\u0259yy\u0259n olunur (3, s.512). \u201cEks post fakto\u201d eksperimentinin n\u0259tic\u0259l\u0259ri bunu \u0259sasl\u0131 sur\u0259td\u0259 t\u0259sdiql\u0259yir. T\u0259dqiqat n\u0259tic\u0259sind\u0259 m\u00fc\u0259yy\u0259n olunmu\u015fdur ki, \u015fagirdl\u0259rin inki\u015faf s\u0259viyy\u0259si ail\u0259 m\u00fcnasib\u0259tl\u0259rinin xarakteri il\u0259 bilavasit\u0259 ba\u011fl\u0131d\u0131r. A\u015fa\u011f\u0131dak\u0131 \u015fagird xarakteristikalar\u0131nda bu c\u0259h\u0259t \u00f6z\u00fcn\u00fc b\u00fct\u00fcn ayd\u0131nl\u0131\u011f\u0131 il\u0259 g\u00f6st\u0259rir (h\u0259r iki \u015fagird ail\u0259nin Y tipin\u0259 m\u0259nsubdur). C\u0259f\u0259rova T\u0259ran\u0259 (VIII sinif). Atas\u0131 filologiya elml\u0259ri namiz\u0259didir, bo\u015fanq\u0131qdan sonra ail\u0259d\u0259n getmi\u015fdir. C\u0259f\u0259rova T\u0259ran\u0259 uzun m\u00fcdd\u0259t m\u00fc\u0259llim\u0259 i\u015fl\u0259mi\u015f t\u0259qa\u00fcd\u00e7\u00fc anas\u0131 v\u0259 iki qarda\u015f\u0131 il\u0259 birlikd\u0259 ya\u015fay\u0131r. B\u00f6y\u00fck qarda\u015f\u0131 texniki ali m\u0259kt\u0259bl\u0259rin birind\u0259 i\u015fl\u0259yir. Ail\u0259d\u0259 ana v\u0259 u\u015faqlar, bac\u0131 v\u0259 qarda\u015flar, el\u0259c\u0259 d\u0259 qarda\u015flar aras\u0131ndak\u0131 m\u00fcnasib\u0259tl\u0259r \u00f6zl\u0259rinin mehribanl\u0131\u011f\u0131, s\u0259mimiliyi v\u0259 xeyirxahl\u0131\u011f\u0131 il\u0259 se\u00e7ilir. Ana ail\u0259 ixtilaflar\u0131nda sars\u0131lsa da, \u00f6z\u00fcn\u00fcn \u0259n a\u011f\u0131r d\u0259qiq\u0259sind\u0259 bel\u0259 u\u015faqlara g\u00fcv\u0259nib \u00f6vlad f\u0259r\u0259hind\u0259n t\u0259s\u0259lli tap\u0131b. O, u\u015faqlar\u0131n t\u0259rbiy\u0259sin\u0259 h\u0259mi\u015f\u0259 x\u00fcsusi qay\u011f\u0131 il\u0259 yana\u015f\u0131r, u\u015faqlar\u0131n atalar\u0131 il\u0259 g\u00f6r\u00fc\u015fm\u0259sini n\u0259inki qada\u011fan etmir, is\u0259 atas\u0131n\u0131 haqs\u0131z say\u0131r, onu ba\u011f\u0131\u015flaya bilmirdi. B\u00f6y\u00fck qarda\u015f\u0131 T\u0259ran\u0259ni atas\u0131 il\u0259 bar\u0131\u015fd\u0131rd\u0131. O g\u00f6rd\u00fc ki, buna anas\u0131 da sevinir. Atas\u0131 tez-tez T\u0259ran\u0259 v\u0259 m\u00fc\u0259lliml\u0259rl\u0259 g\u00f6r\u00fc\u015fm\u0259k \u00fc\u00e7\u00fcn m\u0259kt\u0259b\u0259 g\u0259lir, h\u0259r g\u0259l\u0259nd\u0259 yeni n\u0259\u015fr olunmu\u015f b\u0259dii \u0259s\u0259rl\u0259r g\u0259tirir. T\u0259ran\u0259 m\u0259kt\u0259bd\u0259 s\u0259yl\u0259 oxuyur. I r\u00fcbd\u0259 onun qiym\u0259ti 4,7; II r\u00fcbd\u0259 4,9; III v\u0259 IV r\u00fcbl\u0259rd\u0259 is\u0259 5,10 olmu\u015fdur. \u018fsg\u0259rova Nazil\u0259 (VIII sinif). Atas\u0131 bo\u015fan\u0131b evd\u0259n getmi\u015f, bir ne\u00e7\u0259 ay i\u015fsiz qalm\u0131\u015f, sonra is\u0259 alver m\u0259s\u0259l\u0259ri \u00fcst\u00fcnd\u0259 h\u0259bs olunmu\u015fdur. Anas\u0131 sat\u0131c\u0131 i\u015fl\u0259yir, u\u015faqlarla o q\u0259d\u0259r maraqlanm\u0131r. Nazil\u0259nin V sinifd\u0259 oxuyan bir qarda\u015f\u0131 da var. Ana \u00f6z anas\u0131n\u0131n evind\u0259 ba\u015fqa bir ki\u015fi il\u0259 g\u00f6r\u00fc\u015f\u00fcr. U\u015faqlar da bunu bilirl\u0259r. Evin a\u011f\u0131rl\u0131\u011f\u0131 Nazil\u0259nin \u00fcst\u00fcnd\u0259dir. Qarda\u015f\u0131na da o qulluq edir. \u00c7\u0259tinliy\u0259 d\u00fc\u015f\u0259nd\u0259 q\u0131z \u00f6z\u00fcn\u00fc saxlaya bilmir, a\u011flay\u0131r, hidd\u0259tl\u0259 anas\u0131n\u0131 g\u00fcnahland\u0131r\u0131r. O, ev tap\u015f\u0131r\u0131qlar\u0131n\u0131, dem\u0259k olar ki, haz\u0131rlam\u0131r. D\u0259rsd\u0259 d\u0259 ovqats\u0131z olur, tez-tez h\u0259yacanlan\u0131r, g\u00f6zl\u0259ri ya\u015fla dolur. I r\u00fcbd\u0259 42 saat, II r\u00fcbd\u0259 30 saat, III r\u00fcbd\u0259 50 saat, IV r\u00fcbd\u0259 42 saat d\u0259rs buraxm\u0131\u015fd\u0131r. D\u0259rsd\u0259n sonra \u00e7ox vaxt evd\u0259 olmur. Dediyin\u0259 g\u00f6r\u0259, qohumlar\u0131gil\u0259 gedir. A\u015fa\u011f\u0131 qiym\u0259tl\u0259rl\u0259 oxuyur, I r\u00fcbd\u0259 onun qiym\u0259ti 3,3; II r\u00fcbd\u0259 3,4; III r\u00fcbd\u0259 is\u0259 3,2 olmu\u015fdur. Qruplar\u0131n ail\u0259 m\u00fcnasib\u0259tl\u0259rin\u0259 g\u00f6r\u0259 retrospektiv t\u0259hlili g\u00f6st\u0259rdi ki, bo\u015fanma v\u0259 ya \u00f6l\u00fcm n\u0259tic\u0259sind\u0259 ata v\u0259 ya ana qay\u011f\u0131s\u0131ndan m\u0259hrum olmu\u015f iki yeniyetm\u0259 aras\u0131nda ox\u015far c\u0259h\u0259tl\u0259r n\u0259 q\u0259d\u0259r \u00e7ox olsa da, onlar bir-birind\u0259n \u00f6zl\u0259rinin ail\u0259d\u0259ki v\u0259ziyy\u0259tl\u0259rin\u0259 g\u00f6r\u0259 f\u0259rql\u0259nirl\u0259r. \u015eagird Abbas da, Nazim d\u0259 yetimdir. Onlar\u0131n h\u0259r ikisi anas\u0131n\u0131 itirmi\u015fdir. Abbas\u0131n anas\u0131 uzun m\u00fcdd\u0259t x\u0259st\u0259 olmu\u015f, h\u0259tta ata onun x\u0259st\u0259xanaya verilm\u0259sin\u0259 raz\u0131 olmam\u0131\u015f v\u0259 uzun m\u00fcdd\u0259t Abbas il\u0259 birlikd\u0259 anaya m\u0259h\u0259bb\u0259t v\u0259 s\u0259mimiyy\u0259tl\u0259 xidm\u0259t etmi\u015fl\u0259r. Atas\u0131 Abbas \u00fc\u00e7\u00fcn insanl\u0131q n\u00fcmun\u0259sin\u0259 \u00e7evrilmi\u015fdir. Nazim is\u0259 h\u0259mi\u015f\u0259 anas\u0131n\u0131n atas\u0131 t\u0259r\u0259find\u0259n t\u0259hqir olundu\u011funu g\u00f6rm\u00fc\u015fd\u00fc. \u0130ndi is\u0259 ata anan\u0131 \u00f6ld\u00fcrm\u00fc\u015f v\u0259 h\u0259bs olunmu\u015fdur\u2026h\u0259r iki ail\u0259d\u0259 \u00f6z\u00fcn\u0259m\u0259xsus m\u0259n\u0259vi-psixoloji ovqat b\u0259rq\u0259rar olmu\u015fdur. Ail\u0259 m\u00fcnasib\u0259tl\u0259rinin bilavasit\u0259 xarakterini \u0259ks etdir\u0259n bu c\u0259h\u0259t \u015fa\u011firdl\u0259rin t\u0259lim f\u0259aliyy\u0259tind\u0259 d\u0259 \u00f6z\u00fcn\u00fcn ayd\u0131n ifad\u0259sini tapm\u0131\u015fd\u0131r. Bel\u0259likl\u0259, qruplar\u0131n eksperimental k\u0259miyy\u0259t\u0259 g\u00f6r\u0259 retrospektiv t\u0259hlili g\u00f6st\u0259rir ki, demoqrafik prosesl\u0259r h\u0259r \u015feyd\u0259n \u0259vv\u0259l, ail\u0259daxili m\u00fcnasib\u0259tl\u0259r \u201c\u0259r-arvad\u201d m\u00fcnasib\u0259tl\u0259ri vasit\u0259sil\u0259 \u201cata-o\u011ful\u201d (o\u011fullar), \u201cata-q\u0131z\u201d (q\u0131zlar), \u201cata-u\u015faqlar\u201d, \u201cana-o\u011ful\u201d (o\u011fullar), \u201cana-q\u0131z\u201d (q\u0131zlar) \u201cana-u\u015faqlar\u201d, \u201cana-n\u0259n\u0259\u201d v\u0259 s. m\u00fcnasib\u0259tl\u0259rin\u0259 t\u0259sir g\u00f6st\u0259rir. U\u015faq bir \u015f\u0259xsiyy\u0259t kimi m\u0259hz bu m\u00fcnasib\u0259tl\u0259rin qov\u015fa\u011f\u0131nda formala\u015f\u0131r. H\u0259r bir ail\u0259 tipi daxilind\u0259 m\u00fcxt\u0259lif inki\u015faf s\u0259viyy\u0259li \u015fagirdl\u0259r\u0259 eyni d\u0259r\u0259c\u0259d\u0259 t\u0259sad\u00fcf olunmas\u0131 h\u0259m d\u0259 bununla ba\u011fl\u0131d\u0131r. Ail\u0259 m\u00fcnasib\u0259tl\u0259ri bu v\u0259 dig\u0259r d\u0259r\u0259c\u0259d\u0259 ail\u0259nin tipoloji x\u00fcsusiyy\u0259tl\u0259rini \u0259ks etdirir. Bu c\u0259h\u0259d\u0259n ail\u0259 m\u00fcnasib\u0259tl\u0259rini tipoloji axarda t\u0259hlil etm\u0259k metodoloji bax\u0131mdan x\u00fcsusil\u0259 vacibdir. Ail\u0259d\u0259 yaranm\u0131\u015f m\u00fcnasib\u0259tl\u0259rin xarakteri v\u0259 \u015fagirdin ail\u0259daxili m\u00fcnasib\u0259tl\u0259rd\u0259ki m\u00f6vqeyi m\u0259s\u0259l\u0259si pedaqoji \u0259h\u0259miyy\u0259t k\u0259sb edir. Qar\u015f\u0131ya t\u0259bii olaraq sual \u00e7\u0131x\u0131r: \u015fagirdin bir \u015f\u0259xsiyy\u0259t kimi formala\u015fmas\u0131na ail\u0259 m\u00fcnasib\u0259tl\u0259ri hans\u0131 \u015f\u0259raitd\u0259 m\u0259hz neqativ t\u0259sir g\u00f6st\u0259rir? Son zamanlar bu m\u0259s\u0259l\u0259 t\u0259hsilin sosiologiyas\u0131 v\u0259 ail\u0259 t\u0259rbiy\u0259sinin sosial-psixologiyas\u0131 istiqam\u0259tind\u0259 diqq\u0259ti daha \u00e7ox c\u0259lb edir. M\u00fcasir d\u00f6vrd\u0259 sosioloji, h\u00fcquqi, psixoloji, pedaqoji \u0259d\u0259biyyatda \u015fagirdin pis oxumas\u0131n\u0131, davran\u0131\u015f\u0131ndak\u0131 m\u0259nfi meyill\u0259ri bilavasit\u0259 valideynl\u0259rin bo\u015fanmas\u0131 il\u0259 \u0259laq\u0259l\u0259ndirm\u0259k az qala \u0259n\u0259n\u0259y\u0259 \u00e7evrilmi\u015fdi. Lakin x\u00fcsusil\u0259 sosiologiya v\u0259 sosial psixologiya sah\u0259sind\u0259 apar\u0131lm\u0131\u015f fundamental t\u0259dqiqatlar m\u0259s\u0259l\u0259nin bel\u0259 qoyulu\u015funun birt\u0259r\u0259fli v\u0259 \u0259sass\u0131z oldu\u011funu g\u00f6st\u0259rdi. Ail\u0259 hans\u0131 \u015f\u0259raitd\u0259 neqativ demokratik t\u0259sirl\u0259ri neytralla\u015fd\u0131ra bilmir? K.E.\u0130qo\u015fev v\u0259 Q.M.Minkovski bu m\u0259s\u0259l\u0259ni natamam ail\u0259 timsal\u0131nda n\u0259z\u0259rd\u0259n ke\u00e7ir\u0259r\u0259k 4 c\u0259h\u0259t\u0259 diqq\u0259ti c\u0259lb edirl\u0259r.<\/p>\n\n\n\n References:<\/p>\n\n\n\n 1. Abbasov A.N. Milli \u0259xlaq v\u0259 ail\u0259 etikas\u0131: D\u0259rs v\u0259saiti. Bak\u0131: M\u00fct\u0259rcim, 2016.<\/em> Author: Valid\u0259 BabayevaOrganization: G\u0259nc\u0259 D\u00f6vl\u0259t UniversitetiDOI: 10.5281\/zenodo.15302849E-mail: baba-yeva@gmail.comORCID: 0000-0002-9673-0862 Abstract. Article analyzes the state of affairs of educational risk group of children, nurturing sociology widely used… <\/p>\n","protected":false},"author":1,"featured_media":840,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[26],"tags":[],"class_list":["post-765","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-pedagogy"],"_links":{"self":[{"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=\/wp\/v2\/posts\/765","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=765"}],"version-history":[{"count":0,"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=\/wp\/v2\/posts\/765\/revisions"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=\/wp\/v2\/media\/840"}],"wp:attachment":[{"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=765"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=765"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/journal.pedaqoq.az\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=765"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
2. K\u0259rimova E.M. Erk\u0259n tibbi-psixoloji-pedaqoji dioqnostika: Metodik t\u00f6vsiy\u0259. Bak\u0131: ADPU, 2007.<\/em>
3. Qaralov Z.\u0130. T\u0259rbiy\u0259. I v\u0259 II hiss\u0259. Bak\u0131: Nurlan 2006.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"