Ugdytojų pozityvus edukacinis pokalbis kaip ikimokyklinio amžiaus vaikų harmoningo ugdymosi užtikrinimo sąlyga
| Author | Affiliation | |
|---|---|---|
LT |
| Date | Volume | Issue | Start Page | End Page |
|---|---|---|---|---|
2017 | 47 | 3 | 5 | 23 |
Ugdytojų pozityvus edukacinis pokalbis ikimokyklinio ugdymo įstaigoje padeda užtikrinti vaiko gerovę. Dirbant su vaikais, jų tėvais ir pedagogais, analizuojant probleminę situaciją bei tinkamai identifikuojant problemas, jų atsiradimo priežastis, svarbu tikslingai pasirinkti, orientuoti į konkrečios problemos sprendimą pokalbio stilių, atsižvelgti į vaiko konkrečius charakterio bruožus, stengtis įsigilinti į vaiko socialinį tinklą. Tyrimo tikslas – atskleisti ugdytojų pozityvaus edukacinio pokalbio raišką, siekiant sukurti vaikams harmoningas ugdymosi sąlygas „X“ ikimokyklinio ugdymo įstaigoje. Tyrimo dalyviais buvo pasirinkti 7 „X“ ikimokyklinio ugdymo institucijos pedagogai ir vienas socialinis pedagogas. Tyrimo metodai – literatūros šaltinių ir dokumentų analizė, interviu raštu. Tyrimo rezultatai atskleidė, kad ugdytojų pozityvus edukacinis pokalbis kaip metodas yra efektyvi ir dažna priemonė, kurią pedagogai taiko siekdami sukurti vaiko ugdymuisi harmoningas sąlygas.
The aim of the article is to reveal the expression of positive educational dialogue among educators seeking for child welfare in institution “X” of pre-school education. The object of the research is positive educational dialogue. The article consists of the introduction, scholarly literature analysis, research methodology and the analysis of research results, conclusions and recommendations, the list of literature. The current scientific article extensively explores communication of the teachers of pre-school education institutions and social pedagogues seeking to assure overall child education and the required learning environment. A positive educational dialogue of educators in a pre-school education institution helps to assure child welfare provided an appropriate communication style, directed towards the solution of a specific problem, is purposefully selected considering specific character traits of a child, trying to perceive the social network of the child, analysing the problembased situation, as well as properly identifying the problems and reasons of their occurrence. The research methods include analysis of scholarly literature and legal documents, as well as the method of interview and content analysis. The research participants are 7 teachers of institution “X” of pre-school education and one social pedagogue. The research results reveal that teachers discuss the possibilities of applying the method of positive educational dialogue with different children, analyse the possibilities of making situations game-like, as well as discuss the possibilities of the choice of topics for conversation with children. Dialogue as a method is an effective and frequent means that teachers use in creating favourable conditions for harmonious child education [...]