Please use this identifier to cite or link to this item:https://hdl.handle.net/20.500.12259/36675
Type of publication: Straipsnis kituose recenzuojamuose leidiniuose (S5);Article in other peer-reviewed editions (S5)
Field of Science: Edukologija (S007);Educology (S007)
Author(s): Vaišvidienė, Lina;Gedvilienė, Genutė
Title: Pedagogų vaidmuo ugdant ikimokyklinio amžiaus vaikų emocinį intelektą
Other Title: The role of teachers in developing emotional intelligence of pre-school children
Is part of: Holistinis mokymasis = Holistic learning. Kaunas : Vytauto Didžiojo universitetas, 2017, [T.] 3
Extent: p. 11-20
Date: 2018
Note: ISSN 2351-7409 (Online)
Keywords: Emocinis intelektas;Ikimokyklinio amžiaus vaikai;Lavinimas;Emotional intelligence;Pre-school children;Education
Abstract: Ugdant vaiko emocinį intelektą negalima pasikliauti vien intuicija – čia, kaip ir visuose moksluose, reikia remtis sukauptomis žiniomis ir įgyta patirtimi. Tai mums padės priimti pagrįstus sprendimus, ugdant mažuosius ikimokyklinukus. Lietuvoje jau kuris laikas taikomos adaptuotos užsienio valstybių praktikos, nukreiptos į socialinį ir emocinį vaikų ugdymą. Tačiau ne visos ugdymo įstaigos jas adaptuoja ir taiko, nes patys pedagogai turi nepakankamai žinių, kaip lavinti vaikų emocinius gebėjimus. Straipsnyje pristatomi interviu su ikimokyklinio ugdymo pedagogais rezultatai. Atliekant kokybinį tyrimą, buvo siekta nustatyti pedagogų vaidmenis ugdant vaiko emocinį intelektą. Šis tyrimas parodė, kad, norint ugdyti vaiko emocinį intelektą, svarbu pasirinkti tinkamus metodus. Pedagogai atskleidė, jog jie dažniausiai įtraukia vaikus į meninę ugdomąją veiklą, tačiau retai kada pasitelkia specialiai sukurtas programas
In the development of a child’s emotional intelligence, one cannot rely solely on intuition. Instead, as in all sciences, we need to build on the knowledge gained from the lessons learned in order to make informed decisions in educating small preschoolers.Lithuania has already been adapting foreign practices aimed at the social and emotional development of children, but not all of them. Only a few percent of educational institutions follow them, as educators themselves do not have enough knowledge to develop children‘s emotional abilities. B. Elkjaer (2009) claims that experience is primarily related not to knowledge but to human life as a process. Human life is a continuous relationship between the human and the environment. This relationship has the same importance and meaning as an experience, but it also includes emotions, aesthetics, ethics and knowledge. When one is seeking to obtain knowledge, experience is not enough. Essential learning, according to R. Usher (2009), is based on practicing the way or style of life. This claim rejects the idea that learning originates from the experience. Nevertheless, experience and learning are interrelated, interactive and dynamic processes. Taking these issues into consideration, the following research question is suggested: How do teachers integrate the development of children’s emotional intelligence into practical activities when planning the educational process?[...]
Internet: https://hdl.handle.net/20.500.12259/36675
https://eltalpykla.vdu.lt/handle/1/36675
Affiliation(s): Socialinių mokslų fakultetas
Vytauto Didžiojo universitetas
Appears in Collections:Holistinis mokymasis / Holistic Learning 2017, nr. 3
Universiteto mokslo publikacijos / University Research Publications

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