Straipsnyje aptariami pozityviosios socializacijos proceso aspektai, susiję su visuomenės kultūros perdavimu jaunesniajai kartai. Pozityvioji socializacija siejama su ugdymo procesu, kurio sudėtinė dalis yra dailinis ugdymas, savo dalykiniu turiniu bei vertybiniu krūviu yra svarbus vaiko socializacijos bei inkultūracijos požiūriu. Vaiko kaip asmenybės integracija į platesnius sociokultūrinius junginius yra svarbus ugdymo ir socializacijos uždavinys, kurio įgyvendinimo kokybei ir vertingumui svarbus dailinis ugdymas, puoselėjantis vaiko gebėjimą kurti, leidžiantis pajusti tapatumo ir išskirtinumo jausmą, rasti savo vietą socialinėje ir kultūrinėje aplinkoje.

Pagrindinis autorių tikslas šiame straipsnyje – atskleisti šiuolaikinių tyrimų teorinės ir praktinės socialinės emocinės struktūros bei sistemos paieškų analizę. Autoriai daugiausia dėmesio skiria sprendimams, skatinantiems vertybių internalizavimą, socialinio emocinio intelekto ugdymą ir universalių prototipų paiešką. Mokytojai vis lanksčiau integruo ja socialinio emocinio ugdymosi metodus mokyklose ir kitose socialinio ugdymo įstaigose. Siekiama, kad prototipai būtų prieinami visiems, ypač turintiems tam tikrą socialinę atskirtį, socialinės rizikos vaikams, NEET jaunimui ar konkrečioms etninėms grupėms (pvz., romams). Remiantis tarptautinių konferencijų, seminarų ir diskusijų, sumodeliuotų pagal į ateities seminarų metodologiją1 , analize, tyrimu siekiama išsiaiškinti, kokius veiksnius turi atlikti švietimo įstaigų vadovai ir švietimo pagalbos specialistai, siekiant, kad įtraukiosios mokyklos reforma Lietuvoje būtų sėkminga. Analizuojami veiksniai apima tris dimensijas: struktūrinę, socialinius ir emocinius modelius bei tvarumo ir kokybės sampratas. Buvo įvertinti tam tikri veiksniai, tinkantys daugiau nei vienai dimensijai, todėl buvo nustatyti keturi sutampantys paslaugų, įsipareigojimo, prasmingo mokyklos organizavimo proceso ir visapusiško mokyklos vaidmens bendruomenėje aspektai. Mūsų rezultatai pabrėžia sisteminį įtraukiojo švietimo pobūdį, siekiant įtvirtinti įtraukiosios mokyklos sampratą. CASEL2 platforma praturtina socialinį ir emocinį mokymąsi kaip procesą, kurio metu mo kiniai ar suaugusieji ne tik įgyja ir efektyviai pritaiko žinias, nuostatas ir įgūdžius, reikalingus pozityviam elgesiui ugdyti, emocijoms suprasti ir valdyti, jausti ir atjausti kitus, bet ir kuria bei palaiko pozityvaus požiūrio plėtotę. Šis procesas apima žinių, įgūdžių ir nuostatų kom petencijas, turinčias įtakos mokinių bendradarbiavimo su studentais kokybei ir jų gebėjimui prisitaikyti prie kasdienio gyvenimo sudėtingumo ir orientuotis jame.

Šiame straipsnyje pristatoma inovatyvios pilietinės edukacijos projekto praktika, adaptuojant integruoto mokymosi metodiką „Pilietis“ darbui su kaimo vietovių jautriausių grupių vaikais ir jaunimu. Pasitelkiant veiklos tyrimo dalyvaujant strategiją, atlikti giluminiai interviu su jaunimo centre (1), vaikų dienos centre (3) ir atvirose jaunimo erdvėse (1) keturiose skirtingose kaimiškose gyvenvietėse dirbančiais jaunimo darbuotojais, kurie įgyvendino vie tinius projektus. Rezultatai parodė, kad pilietiškumo interpretacija ugdant vaikus ir jaunuolius iš jautresnės aplinkos turėtų būti kontekstualizuota konkrečiose situacijose ir integruota į individualius poreikius, siekius bei galimybes. Rezultatai suteikia įžvalgų, kaip plėtoti pilietinį ugdymą dirbant su jautriausių grupių vaikais ir jaunimu mažesnėse gyvenvietėse.

Today, in the world which is getting more perfect, computerized, integrated, there is an increasing variety of problems and dangers for young and yet unformed personality’s socialization in to the real-value life, society. Also, the changes in the education system shows that there is a lack of state attention to the children and youth socialization and the organization for their occupation, leisure activities. The research objective is to analyse the educational functions of the children’s informal education institutions through the socialization aspect.The goals of the research: the scientific literature-based revelation of the influence of the informal education on a child in the positive socialization context, summarize teachers’ views on the informal education to a child’s socialization process, to reveal the parents’ and children’s reasons that determinant to attend informal education activities.To achieve the objectives, were used the following research methods: the analysis of scientific literature and the documents, the empirical study. The analysis of the scientific literature have shown that for the child’s socialization is particularly important the leisure activity because it makes conditions for the development of the creative powers, initiative, to compile moral experience, to develop skills and competencies. The children choose the informal educational activities and attends circles because they think it is interesting and useful activities that appropriates to their interests.The parents are concerned that their child (children) would attend educational circles in informal education institutions, because this activity helps to improve children’s creativity, they can reach self-realization and to unfold their potential, and learn how to communicate and collaborate, to develop their competence needed for the future life.

The article under consideration deals with the theoretical analysis and the practical research of the ratio between the two notions: egoism and altruism in person’s everyday activity. The author shows the inadequacy of the one-sided, morally loaded interpretations of both terms. The scores of two investigations mostly show the positive correlation between the cultural and leisure “egoism” and the “altruism” scales in a person’s everyday activity. The results obtained give the opportunity to replace the inadequate view on philosophical reading of cultural and leisure egoism and altruism as opposites by a more appropriate metaphor of the older and the younger brother. Such an approach removes the idea of antagonism which is usually ascribed to the egoism-altruism interrelation.

There is a good agreement for professional collaboration in order better knows the child’s needs, improve skills, forms and ways of co-operating. The co-operation has a significant impact on education, crime prevention, improving achievement. Social pedagogues and class tutors agree on child educating problems, discuss the ways and forms how to solve these problems. Studies have shown that social pedagogues of Child Care homes miss at school the competence of class tutors for deeper awareness of a child, a closer communication with him, positive behaviour training, and stimulating of motivation to learn. School class tutors miss working completeness, sincerity, coherent and concrete actions, confidentiality, and cooperation competencies.

R. Giedrienė’s article “Timely Integrated Assistance to Childrenwith Special Needs – Crucial Factor for Their Successful Education/Learning and Positive Socialization” is based on the analysis of literary data and empirical researches analysing opportunities of successful learning and positive socialization of preschool children with special needs. To this end, the following is described: – Positive socialization mechanisms of children with special needs. – Concept of timely integrated assistance to children with special needs. – Focus on sensitive period limits of cognitive and social functions during maturation. – Correlation between the quality of developing cognitive functions and prospective academic achievements at school. – Empirical research results showed that some cognitive skills of children with or without developmental disorders in preschool groups influence their success of learning and social skills. It was determined that 27–35 % of children have undeveloped skills to distinguish native language sounds aurally, poor general linguistic capacity (poor vocabulary, inability to learn grammar patterns, poor skills of coherent language), 10–12 % had the lack of visual and spatial perception. The lack of these cognitive processes anticipates prospective learning disorders: dysgraphia, dyslexia, dyscalculia, which also affects child’s socialization processes. Also, it introduces changes of the Lithuanian education system over the last years, which lead to a drastic shrinkage of special integrated assistance for pre-schoolers. [...].

Integrated family support, emotional therapy and integrated practice are heterogeneous areas. One goals of family therapy or complex assistance can be, for example, improving the functioning of the family at various levels; Strengthening mutual understanding and emotional support from family members; Ability to solve problems and develop problem solving strategies in different life situations. Family Assistance is designed to help parents better understand their child’s needs and behavior, including positive socialization scenarios for a happy and healthy life. The sample is comprised of X-city teachers working according the pre-school curriculum and social educators, social workers, special educators and psychologists – those working with children, working in families and therefore particularly concerned with child well-being. During the study, 40 subjects were interviewed. Following the presentation of the Four-habit model of Positive Communication by the researchers, it was asked to highlight the steps to be taken to strengthen the competencies of teachers and child care professionals. The analysis of child welfare reveals that Lithuanian laws are not harmonized with the UN documents, the Convention on the Rights of the Child, there is no monitoring and information collection and evaluation system.

In the article we analyses Social clustering theories, Success stories, indicators and Models of the sustainability Algorithms for Smart Education and Social Partnership. Concepts that are conceptualized in. articles, studies, monographs and research reports of G.-B. von Carlsburg, G. Kvieskienė, V. Kvieska, T. Masson, K. Robinson, V. Targamadzė, E. Celiešienė and etc. associated with Smart Education, Child welfare and Positive socialization. This concept is also widely used in Lithuania for the preparation of national and international strategies, concepts, normative documents and projects between both public and non-governmental organizations. The phenomenon of social clustering development not been analyzed sufficiently and its development has been hampered both in Lithuania and in other countries. By analyzing a Smart Education Scenario, both the scientists and Stakeholders experiment to acquire answers about empowering public, private, research institutions and NGOs for daily networking, social clustering, developing social capital and public welfare. The object of this research is social clustering and Smart Education Interfaces. The Tasks: • Define the features of Smart Education and Clustering. • Analyze the Main Indicators of Smart Education, based on expert interviews, focus group discussions. • To Examine and Define the Principles of Social Clustering. • Create a Social Clustering algorithm and adapting four habits scenarios.

In the article, the authors aim to substantiate how effectively we can use the subject of education in schools, primarily integrating Economics, Civic Education and Ethics. In the search for effective education for children and young people, we need to invest more in the integration of social education through the dissemination of smart education and positive socialization while still at school. Social action in order to anchor it is often stereotyped, typified and stigmatized, and so acts of social communication are needed and must be accompanied by actions of smart education, social cognition, social awareness and empowerment. Therefore, the social education theories and good practices discussed in this article seek to systematize, integrate methods and tools that enable coping, processing, achieving, creating or obtaining specific outcomes that transform education into meaningful life goals and empathy and social emotional skills.