Darželio auklėtojų kompetencija taikant M.Montessori metodą specialiųjų poreikių vaikų ugdymui

Abstract

This graduation thesis for master degree is intended to research on kinder garden teacher competence using M. Montessori method for children’s with disabilities development. The research subject is quite new and relevant. There are not many studies on such subject. There were made the following similar studies on kinder garden teacher’s professional competence by E. Jurošaitė (doctor’s degree dissertation), J. Navaitienė (“Būsimųjų pedagogų profesinis kryptingumas ir branda”), T. Tamošiūnas (“Profesinio ir ikiprofesinio pedagogų rengimo sąveika”) in Lithuania. The high competence teachers are one of the most important factor for successful pre-school system functioning. It is very important to describe this conception. The purpose of this thesis was to analyze, compare and to find competence of the kinder garden teachers that develop children’s with disabilities using M. Montessori teaching method. The M. Montessori was applied for children’s with disabilities at the beginning. Then after successful experience the same method was applied children’s without disabilities. After literature research it could be affirm that such subject was not studied in Lithuania. M. Montessori method is widely used in foreign countries for development of children’s with disabilities. Purpose of graduation thesis: To evaluate kinder garden teachers competence to develop children’s with disabilities. Hypothesis: Kinder garden teachers have high competence to develop children’s with disabilities. Thesis coverage: Kinder gardens and special pre-schools for children’s with disabilities situated in Vilnius, Kaunas and Radviliškis cities that use M. Montessori method. The 36 kinder garden teachers that use M. Montessori method, 80 parents, and 60 children’s were interviewed during studies. 60 kinder garden teachers that use other method were interviewed during studies also to evaluate there competence. Method of studies: Theoretical: pedagogical, psychological, scientific, methodological and special literature studies; Empirical: interview of kinder garden teachers, parents and children’s. Studies results: The studies affirm that: Pre-school teacher’s competence that develops children’s without disabilities: - Pedagogical sophistication level is very high, - The level of activities prognosticate and planning is high, - The level of developing process planning is high, - The level of pedagogical collaboration and cooperation is high. Pre-school teacher’s competence that develops children’s with disabilities: - Pedagogical sophistication level is very high, - The level of activities prognosticate and planning is high, - The level of developing process planning is high, - The level of pedagogical collaboration an cooperation is medium, - The level of communication with specialist is low. The studies affirm the following pedagogical competence of teachers that use M. Montessori method: - Pedagogical sophistication level is very high, - High level of developing process planning, - High level of pedagogical collaboration and cooperation. The studies of parent’s opinion about teacher’s competence to use M. Montessori method affirmed that: - The level of pedagogical sophistication is very high; - The level of activities prognosticate and planning is medium, - The level of developing process planning is high, - High level of pedagogical collaboration and cooperation. They have abilities to submit their knowledge to the children’s. The studies of children’s achievements that were developed using M. Montessori method affirmed that teachers competence is high, they have abilities to submit their knowledge to children’s, have very high level of pedagogical sophistication, high level competence of develop process planning. The improvement of children’s speech, motoric and senses were found during studies.