Darbe atskleidžiamas pedagogų ir tėvų požiūris į ikimokyklinio amžiaus vaikų pažangos ir pasiekimų vertinimą, išryškinama sąveikos ir mokymosi paradigmų sampratų genezė ir išbandoma Edukologijos universiteto mokslininkų parengta pasiekimų aprašo vertinimo metodika, kiek ši leidžia fiksuoti socialinę – emocinę vaiko raidą. Baigiamojo darbo struktūra konstruojama mokslinės literatūros ir empirinio tyrimo analizės pagrindais, kurių tikslas - atskleisti šiuolaikinį ikimokyklinio ugdymo pedagogų požiūrį į pažangos ir pasiekimų vertinimą. Tikslui pasiekti keliami uždaviniai: 1. Išanalizuoti mokslinę literatūrą ir švietimą reglamentuojančius dokumentus ir apibrėžti šiuolaikinę ikimokyklinio ugdymo(si) pažangos ir pasiekimų vertinimo sampratą. 2. Atskleisti vertinimo ciklo ypatumus ir aptarti užsienio šalių vaikų ugdymo(si) pažangos ir pasiekimų patirtį. 3. Išsiaiškinti pedagogų ir tėvų požiūrį į ikimokyklinio amžiaus vaikų pažangos ir pasiekimų vertinimą ir atlikti lyginamąją analizę. 4. Išbandyti ikimokyklinio amžiaus vaikų pažangos ir pasiekimų vertinimo metodiką bei patikrinti kiek ši leidžia fiksuoti socialinę – emocinę vaiko raidą. Kiekybinio ir kokybinio tyrimo analizė atskleidė, kad pedagogams ir tėvams pažangos ir pasiekimų vertinimas yra labai reikalinga ir reikalinga ugdymosi proceso dalis, kuri padeda numatyti ugdymosi žingsnius, gerinti ugdymo kokybę, stebėti, pažinti, įvertinti kiekvieno vaiko individualią pažangą ir ugdymosi raidą, įžvelgti ugdymosi... [toliau žr. visą tekstą] / In this final thesis educators’ and parents’ attitude towards evaluation of pre-school aged children’s progress and achievements is revealed, genesis of interface and learning paradigm conceptions is emphasized and evaluation methodology of achievements description prepared by scientists of University of Educational Sciences is used as far as it lets record social-emotional development of a child. Structure of the final thesis is constructed on the basis of analysis of nonfiction and empirical research, which aim is to reveal modern pre-school educators’ attitude towards evaluation of progress and achievements. In order to reach the aim the following tasks have been raised: 1. To analyze regulatory documents of nonfiction and education, also determine a modern conception of pre-school education progress and achievements’ conception. 2. To reveal peculiarities of evaluation and discuss learning progress’ and achievements’ experience of children from foreign countries. 3. To find out educators’ and parents’ attitude towards evaluation of pre-school children’s progress and achievements and perform a comparative analysis. 4. To experiment with pre-school children’s progress and achievements evaluation methodology and examine how far it lets record social-emotional development of a child. Analysis of quantitative and qualitative research revealed that evaluation of progress and achievements is a very important part of education process for educators and parents which helps to... [to full text]

Context: The purpose of this research was to examine if the educational approach (the Approach) adopted at Kilnbarn Residential Special School (the School) secured the developmental learning pathways for its pupils. All pupils were diagnosed with Autistic Spectrum Disorder (ASD), Severe Learning Difficulties (SLD) and many had single or multiple comorbid conditions. The research sought to understand how their parents could be substantive partners and co-creators in the design, modification, and implementation of the Approach. It was a unique feature of Kilnbarn’s Approach to fulfil the potential of parents to be co-creators and co-therapists in their child’s progress. Objective: The case study became one of the instruments in which to test the School’s effectiveness in meeting the needs of its pupils. It enabled a review of the School’s methodology, curriculum and organisational practices. The Approach was designed to provide secure developmental learning pathways for its pupils, improving their quality of life and independence. Method: The case study design, was chosen as it was considered the most appropriate research model. A Parents’ Questionnaire, distributed annually over 3 consecutive years (2004-6) was the evidential basis for this study. Interviews and collected data were used to analyse and evaluate the progress of the School through parents’ eyes. Results: The combination of parents working with professionals to maximise the culture of “technical eclecticism” seems to be, in the light of this case study, best suited to the needs of children diagnosed with autism, SLD and comorbid conditions. The child should be immersed in a consistent approach across all areas of their life. Improvements in well-being, communication and joint action routines, sleep balance, a healthy diet, physical exercise, incontinence and behaviours was observed. Conclusion The study identified that parents could be substantive partners and influencers in the design and modification of the Kilnbarn Approach. The Approach secured developmental learning pathways for its pupils and appeared to improve their quality of life. Parents as co-creators and co-therapists had regained ownership of their child’s quality of life, learning outcomes and personal development. From the experience and unique evidence of this case study schools should utilise and profit from the mass resource of their parents. It has been shown that the Kilnbarn Approach was, during the research, an effective and suitable intervention for the many children it served. It is hoped that further studies in this field will explore the concept of a “technical eclectic” approach that further validates and brings together interventions that are conceptually grounded and incorporates evidence-based focused intervention practices.