Socialinių mokslų (edukologijos) daktarasMykolo Romerio universitetoEdukacinės veiklos katedros lektoriusAteities g. 20, CR -254, LT-08303 VilniusTel. (8~5) 271 47 10El. paštas: tbutvilas@mruni.eutraipsnyje nagrinėjama šeimoje vienokią ar kitokią netektį patyrusių pradinių klasių mokinių saviidentifikacijos poreikis kaip vidinis veiksnys, sąlygojantis tolesnius šių mokinių socializacijos procesus. Empirinių duomenų pagrindu mėginama palyginti netektį patyrusių ir jos nepatyrusių vaikų požiūrį į savo namus ir tėvus, patirtą netektį šeimoje, taip pat jų požiūrį į savo mokyklą, kaip svarbius šių tiriamųjų saviidentifikacijos poreikio raiškos rodiklius. Kartu mėginama parodyti, kaip saviindifikacijos poreikio patenkinimas gali paveikti pradinių klasių vaikų, šeimoje patyrusių vienokią ar kitokią netektį, socialinių-dorinių vertybių internalizaciją, kaip jų socializacijos pamatą.
The whole idea of this paper spins mainly about one of the main aspects within early child's education -creativity and its meaning to a child's psychosocial development. The presented findings rely on the methodological approach supported by Reggio Emilia 1 philosophy. Creativity education, especially based on Reggio Emilia point of view, starts from the very young age and therefore kindergartens as well as families play much significant role to support and develop creativity roots in child's everyday routine. It is stressed that being creative is more like being initiative and innovative -the features that are mainly required by contemporary society. Also this paper is illustrated with real-life pictures from the activities in the kindergarten "Lazdynėlis" 2 , so it becomes much clearer for those who are interested in this topic to understand how kindergarten daily life may sustain, develop and so enhance creativity of children using many different approaches, e.g. through the game-led tools, teachers' attitudes etc. KEY WORDS: children, creativity, early child's education, and Reggio Emilia educational philosophy. AnotacijaPublikacijos autoriai aptaria vieną svarbiausių vaiko vystymosi elementų -kūrybiškumo ugdymą, skatinimą ir palaikymą. Pristatomi atlikto atvejo tyrimo duomenys iš esmės grindžiami Reggio Emilia ugdymo filosofijos metodologiniais principais. Kūrybiškumo ugdymas, ypač Reggio Emilia filosofijos kontekste, prasideda nuo ankstyvųjų vaiko gyvenimo metų, šeima kartu su darželiu vaidina svarbų vaidmenį. Ikimokyklinio ugdymo įstaigoje susirenka įvairūs vaikai su savo individualiomis patirtimis -kiekvienas nori išreikšti savo emocijas ir jausmus. Pristatomo atvejo tyrimo kontekste atskleidžiama, kaip Vilniaus darželio "Lazdynėlis" pedagogai naudoja įvairias priemones, sudarydami galimybes kiekvienam vaikui patirti ir pažinti pasaulį. Akcentuojamas sąlygų sudarymas vaikams mėgautis pačiu pažinimo procesu, o ne galutiniu rezultatu. Kuriant ir atrandant kartu su vaikais, stebint ir analizuojant, pastebima, kad kūrybiškas vaikas: siūlo naujas idėjas, lanksčiai mąsto, veikia spontaniškai, noriai įsitraukia į veiklą, fantazuoja ir juokauja, jaučiasi svarbus ir pripažintas. PAGRINDINIAI ŽODŽIAI: vaikas, kūrybiškumas, Reggio Emilia ugdymo filosofija, ankstyvasis vaiko ugdymas.
In the article the authors discuss the importance of parental creativity and involvement in early institutional education of a child on the example of Reggio Emilia educational method. Among the main aspects of this involvement are the quality of education, child support, cooperation between teachers and parents as well as a positive feedback. The authors of this paper also deal with one of the main aspects of early education—creativity and its importance for a child’s psychosocial development. The preschool curriculum has been designed for children of the preschool educational institutions to provide them with a rich learning experience and to help them to develop properly. Creative education starts at an early age, therefore kindergartens and families play a very important role in supporting and developing creativity in child’s everyday routine. It is stressed that being creative is primarily about taking initiatives and innovative behavior. These are the qualities required in contemporary society, especially by employers in private and public sectors. However, the process of involving parents in their child’s education starts at the preschool stage and plays the most important role in child’s socialization. It is also emphasized that if children feel the support of both educational subjects (teacher and parents) in the process of preschool education, they feel safer, more comfortable, and much more confident.
Exploring Qualitative Longitudinal Research and Qualitative Resources: The Lithuanian Case
Socio-emotional education is referred to as the missing part that links academic knowledge to successes in school, family, community, workplace, and life. Socio-emotional education, in conjunction with academic instruction, aims to lay the groundwork for a sound moral education. This manuscript is aimed at proving that socio-emotional education may improve children’s mental health. In total, 1322 students (of grades K5–K12) participated in this study back in October 2020. A statistically validated and partially modified questionnaire according to The Limbic Performance Indicators™ (Cronbach’s alpha = 0.92, p < 0.000) was used to assess general education school students’ social–emotional competencies. The study uses an abbreviated version of the questionnaire adapted by the Lithuanian Association of Social Emotional Education, which has been adapted with the consent of the selected age group. As a result, this study explores how to determine general education school students’ knowledge and skills in socio-emotional education while also identifying the best pedagogical approaches to addressing socio-emotional education. According to research findings, students that participated in the study displayed more personal values, respect for others, internal balance, collaboration, emotional perception of others, or basic emotional needs. Personal values, respect for others, emotional perception of others, internal balance, support, and basic emotional needs were estimated to be greater in the target group of girls than in the target group of boys.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.