Maži vaikai kaip socialinė grupė: socializacijos procesų ir pasiekimų tyrimai
| Author |
|---|
Juodaitytė, Audronė |
| Date | Volume | Start Page | End Page |
|---|---|---|---|
2005 | 77 | 5 | 9 |
Straipsnyje analizuojami 5—6 metų vaikų, lankančių ikimokyklinio ugdymo įstaigas (darželius), socializacijos procesai ir pasiekimai, nulemti naujų Lietuvos gyvenimo (socialinio, ekonominio, kultūrinio) reiškinių ir demokratinės visuomenės raidos procesų. Mažų vaikų socialinė patirtis kategorizuojama pagal savęs, savo vaidmens šeimoje, darželyje, visuomenėje suvokimą. Atskleidžiama vaikų, kaip socialinės grupės, universaliųjų (bendrųjų) socialinių sampratų esmė, išryškinamas jų svarbumas ugdymo pertvarkai (nuo tradicinio į humanistinį). Nagrinėjama pedagogų orientacijų kaita, suteikiant vaikams kuo daugiau galimybių jų savarankiškų iniciatyvų raiškai. Straipsnyje analizuojami longitudinio tyrimo, atlikto 1998—2004 m., rezultatai, atskleidžiantys vaikų pasiekimus socializacijoje tuo Lietuvos socialinio- ekonominio gyvenimo laikotarpiu, kai galutinai įsitvirtino Lietuvos, kaip nepriklausomos valstybės, statusas, o ugdyme išryškėjo demokratijos vertybės
Various interpretations of the concept of socialisation presented by different authors do not coincide. The most general description would be as following: socialisation is the total environmental influence, which provides conditions for a child to participate in social life, to understand his cultural environment and to play a certain role in it. This conception is close to the notion of „upbringing“. However, despite their similar etymology the concept of socialisation is much broader. Content and methods of socialisation depend on the social and economic structure of the country as well as on the people's life style. As the culture of social life becomes more complicated, the forms and ways of its transmission become more differentiated and specialised. A child stays at home till a certain point in time but very soon he or she enters a specialised institution. According to Kon (1988) the transition of a child from home to an institution is especially significant for a child since preparation of a child for independent life becomes separated from his immediate practical participation in this life. There are three processes that take place during the period of child's socialisation. First of all, children learn and get used to feel themselves as full ledge members of a society. Next, the older generation hands down to them the overall culture and traditions. And finally, the process of child's „self disclosure“ takes place, too. All these processes are closely related and interconnected and they coexist by supplementing each other. These processes of children's socialisation are even more complicated because of their discontinuity and synthetic nature. In a real social life of a child and his society the processes are hardly separable and discernible. And scientific examination of the meanings of socialisation is very complicated, as well. Individuals or their groups such as parents, educators, tutors, kindergarten teachers, other children of the same age, etc., influence children's socialisation function not as independent actors but as actors within complex social institutions. The more complex the social activity in which children are supposed to participate, the more „depersonalised" these institutions are. They are not able to satisfy all the child's needs. In Lithuania the main institution responsible for children's socialisation is the kindergarten. It represents the official governmental direction of children's socialisation as opposed to that of a family.