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.

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.

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.

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, 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.