• Cristina COROBAN



children at risk, children in difficulty, marginalization, discrimination, difficult behavior, child placement.


The article presents the analysis of some results regarding the research of the situation of children from placement centers based on the study carried out by the PRODOCS Association. A considerable part of the children in risk situations grow up and are educated in the 26 functional placement centers in the Republic of Moldova. The profile of the beneficiaries from placement centers consists of children with disabilities, children with traumas, abused, children with difficult behaviour, aged 4-18. The separation of the child from the family of origin, even if it is not functional, brings a series of negative emotional, cognitive, social, and physical consequences. The most relevant problems faced by children from placement centers are: lack of parental affection, learning difficulties, insufficiently developed social skills, limited vocational orientation, discrimination. The situation of children from 11 placement centers was analysed and studied by applying quantitative and qualitative research methods. Research results show that children lack developed social skills manifests through fits of anger, apathy or passivity, aggression, and dismissive attitudes. One of the conclusions is that the children's learning difficulties are not the result of mental retardation or sensory deficiencies, but are the result of the environmental and cultural factors.

Author Biography

Cristina COROBAN

University Assistant, Department of Sociology and Social Work, Moldova State University, Republic of Moldova, Chișinău, 65 M. Kogălniceanu Street



Badea, V. & Mitrofan L. (2004). Dimensiuni ale excluderii sociale. Colecția caiete experimentale, nr.24. SPER.

Bowlby, J. (1997). Attachment And Loss – Attachment. Vintage.

Bowlby, J. (1951). Maternal Care and Mental Health, Buletin of World Health Organisation.

Chiperi, N. (2015). Determinismul cauzal al copiilor institutionalizați. Conferința științifică internațională: Școala modernă: provocari și oportunități, p. 497-500, available at:

Dumbrăveanu, V., Ţăruș C., Triboi C. & Cheianu-Andrei, D. (2016). Psihosociologia relaţiei copil – profesionist în domeniul social. Bons Offices.

Dumitrana, M. (1998). Copilul instituționalizat. Didactică și pedagogică, B.A.

European Agency for Development in Special Needs Education (2009). Key Principles for Promoting Quality in Inclusive Education. Recommendations for Policy Makers.

Golu, F. & Ioniță C. (2009). Aspecte practice ale psihologiei copilului dezvoltarea personală ca program de educație alternativă. Colecția caiete experiențiale, nr. 31. SPER.

Hotărârea Guvernului Nr. 591/2017 pentru aprobarea Regulamentului-cadru privind organizarea şi funcționarea Serviciului social Centrul de plasament pentru copiii separați de părinți şi a Standardelor minime, pct.36. În: Monitorul Oficial al Republicii Moldova, 04.08.2017, Nr. 277-288/708.

PRODOCS (2022). Dezvoltarea abilităților sociale copiilor și părinților aflaţi în situație vulnerabilă, available at:

Raportul statistic cu privire la copiii aflaţi în situaţie de risc şi copii separaţi de părinţi în anul 2021, available at:

Raportul biroului Național de statistică Situația copiilor în Republica Moldova în anul 2021, available at:

UNICEF (2022). Analiza situației copiilor și adolescenților din Moldova, available at:

USAID (2014). Including orphans and vulnerable children with disabilities in early childhood development programs, available at:

Additional Files