The scientific literature analyses in detail the problems of a family at social risk, threats to the child’s social and personality development, etc., however, all insights are provided from an adult perspective – research that would allow the voice of a child growing up in a family at social risk to be heard has not been detected. Children have a limited ability to talk about their experiences. This is facilitated by the creation of a fairy tale, where the child, through the images of the characters created, can safely convey his/her individual life experiences. The aim of the article is to identify the expression of the needs of the characters of fairy tales created by children growing up in families at social risk and their satisfaction. Fairy tales created by 9‒12 year old children were selected as the object of analysis. Of the 69 texts written by children, 47 were selected for analysis. The content analysis of fairy tales was based on the principles of phenomenological hermeneutics. The analysis of fairy tales created by children growing up in families at social risk shows that the characters of the fairy tales they create experience the following unmet needs: physiological, security and social. Heroes of the fairy tales of children growing up in families at social risk are not prone to solving problems, it is more comfortable for them to live as usual, although not always they feel good because of that.
Gimtoji kalba yra ne tik informacijos perdavimo ir gavimo instrumentas, bet ir žmogaus mąstymo, tautos sąmonės ir kultūros atspindys. Būtent dviem kalbos funkcijoms – bendravimo ir atspindžio, ypač pastarajai, realizuoti labai svarbi lietuvių kalbos leksikos dalis – frazeologizmai, kurie dėl objektyvių ir subjektyvių priežasčių nyksta iš kasdienės kalbos vartosenos. Nors pagrindinio ugdymo bendrosiose programose frazeologizmų mokymui(si) keliami reikalavimai atpažinti frazeologizmus, suprasti jų perkeltines reikšmes bei žinoti jų paskirtį, įsidėmėti ir vartoti, lietuvių kalbos vadovėliuose ir pratybų sąsiuviniuose V–VI klasėms teorinių žinių ir praktinių užduočių frazeologizmams mokyti(s) pakanka, tačiau atlikus VI klasės mokinių kalbos žodyno frazeologizmų vartojimo aspektu tyrimą nustatyta, kad mokiniai sunkiai atpažįsta frazeologizmus rišliame tekste, neįžvelgia frazeologizmo ribų, painioja pastoviuosius ir laisvuosius žodžių junginius, sudarytus iš tų pačių elementų, neįsidėmėję pastoviosios frazeologizmo reikšmės, vartoja juos iš nuojautos ar tik spėdami galimą reikšmę, remdamiesi situacija, kurioje buvo girdėtas ir (ar) vartotas tasai žodžių junginys. Kurdami tekstus pagal užduotį – pavartoti frazeologizmų, mokiniai dažnai vartoja juos netikslingai. Neretai rašto darbuose tik vardija duotus ar atmintyje atgaivintus mokymo priemonėse skaitytus ir (ar) matytus frazeologizmus, nekurdami jiems tinkamos situacijos, neturi įgūdžių emociškai neutralius žodžius keisti frazeologizmais ir taip suteikti tekstui vaizdumo.
Referring to the results of the quantitative research, the article deals with how the primary teachers of the town X of Lithuania establish conditions for the formation of students' text creation skills; how text creation activities are organized at their mother tongue lessons; what teachers' attitude towards students' abilities to perform creative text tasks is. Referring to the data of the research, primary teachers working according to the curriculum of mother tongue education do not have enough time for the formation of students' text creation skills; only slightly more than a half of the teachers at least once a week give a lesson to form students' creative text skills and prepare students to create a text-they give a whole lesson on that and assign creative text tasks to students to perform them in the classroom. The fact that only about one-third of the teachers are satisfied with the outcomes of their students' creative texts, raises doubts about the following abilities of teachers themselves: to prepare for a text creation lesson himself/herself, to assign preparation tasks to students, to structure the lesson/process of text creation, etc.
The article introduces the qualitative research results of the pedagogical experiment which is aimed at the assessment of the impact of work with fairy-tales in development of pre-school age children’s ability to constructively solve arising conflicts among children. It was found out that fairy-tales could be the means for control of conflicts among pre-school age children when the content of fairy-tales and the process of their discussion were purposively oriented towards educated children’s ability to constructively manage conflict situations and strengthen social skills. When applying methods of the work with fairy-tales, it is possible to correct the attitude of children with problematic behaviour towards themselves and their relations with friends, to make impact on the internal condition of a child, i.e. to implement better self-assessment for those who are insufficiently aware of their role in group as well as to help those whose self-assessment is too high to see themselves from the point of view of others; positive changes of interpersonal social and communicative abilities (solution of problems, conflicts, initiative, tolerance, respect to each other etc.) were noticed in joint activities.
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