The analysis of the literature and results of research allow to formulate the following conclusions: the national politics of Lithuania helps to keep to national minorities identity, to be integrated into economic and cultural life of the country. There is a line of the documents regulating the rights of national minorities. Schools of national minorities give enough attention to civic education. It is proved with the analysis of documents of education and the analysis of the contents of education. National minorities of Lithuania have favorable conditions not only for keeping identity, integration into cultural and economic life of the country, but also for civil education of youth. The most effective form of citizenship education is the lesson “Me and the World” (it 59 % of pupils and 56 % of teachers have specified). 49 % of pupils consider that to be the good citizen to them helps conversations with the teacher. During research of understanding by pupils of concept about “the good citizen” we have found out, that the good citizen is that men, who will always protect the country (so 32 % think). 66 % of pupils think, that become the good citizen is important not because of opinion of other people, and for the sake of itself. It specifies strong motivation of pupils to be active citizens in future. It has been found out, that 68 % of teachers have opinion what to teach civic education important from 1 class because all pupils of initial classes should be interested in the... [to full text]

Professional development of a man in a social content is like a process that lasts all his life. There are tasks that are solved in a primary level. That is why pupils of this level are considered to be as a lower professional orientation purposive group. Pupils of this educational level project themselves in a distance perspective and they have professional expectations. A professional expectation is a very important parameter of a social maturity. This is a part of social expectation of a person, a hopeful expectancy of self-realization in a distant perspective. People hope to perform actions that help to reach a goal (a desired occupation). The content of professional expectation depends on mentality, experience and politeness. They are inspired by a social environment, which surrounds a pupil, their parents’ and close people’s profession, mass and media, and especially TV that pays a special attention to politicians, businesspersons, stars of art and sport. The facts of the empirical research confirm basic differences of professional expectation between children of a village and a city, between boys and girls. However, there were no differences between children of a full and partial family. Mostly primary pupils are going to be teachers, doctors, police officers, singers, builders, shop assistants, drivers, hairdressers, basketball players, mechanics, football players, managers and farmers. The facts of the research revealed that professional expectations of primary... [to full text]

The problem of the research – the status quo of the communication skills of children with slight mental disorder at the integrated school. The aim of the paper was to describe the process of communication skills development of children with slight mental disorder at the integrated school. The objectives of the research were to define the peculiarities of the communication skills of children with slight mental disorder at the integrated school, to construct the model of communication skills development for children with slight mental disorder at the integrated school and to outline the prospects for improvement of communication skills development of primary school children with slight mental disorder at the integrated school. The methods of the research: the systematic analysis of the relevant literature on psychology and special education and the review of the documents of the education system were carried out; the empirical method (the analytical description of Q type diagnostic data), the method of experts and the method of mathematical statistics (the mathematical data analysis was done with the help of MS Excel program) were employed in the research. 30 experts (teachers of special schools) and 75 teachers of integrated schools working with children with slight mental disorder were questioned. The conclusions of the research: 1. The resources for communication skills development (verbal communication, non-verbal communication and the resolution to the conflict with... [to full text]

One of the main modern school’s striving – the education of creative personality. The creature stimulates person to look carefully to himself, perceive his addictions and abilities more, educate ability originally, flexible think and operate. This highly valuable person’s feature should be educated from the childhood in the family, kinder garden, at primary school. The art and technologies lessons, floristic’s bunches are suitable in order to educate pupil’s creature, on the strength of floristic, although exactly for this activities area hasn’t got a lot of attention: missing methodical recommendations, decrease of educational hours for design of natural materials, low schools’ material facilities, all this restricts teacher, who tries realize education’s purposes. Area of phytodesign, in pursuance of development floristic culture, is relevant for teachers, because it is poorly researched, are lacking in efficient, methodical literature, in designed activities descriptions, examples. Floristic isn’t used enough for pupils’ creative. Therefore it’s necessary to constitute right educational conditions to educate pupils’ creature with the help of floristic. Object of research - possibilities of floristic in order to educate creature in primary school. Purpose of research – uncover possibilities of floristic in order to educate creature. Problems of research: 1) to analyze psychological, educational and scientific - methodical literature about creature’s education and floristic... [to full text]

Mokykliniai vadovėliai yra svarbi ugdymo turinio dalis, todėl yra keliamas probleminis klausimas – ar pasaulio pažinimui skirtų vadovėlių turinys suteikia galimybes pradinių klasių mokiniams mokomąją medžiagą įsisavinti skirtingais mokymosi būdais, atitinkančiais individualų mokymosi stilių. Eilės mokslininkų teigimu, būtent pasaulio pažinimo pamokų metu gali būti sėkmingai taikomi labai įvairūs mokymo(si) metodai, teikiantys galimybes mokiniams pasirinkti skirtingus mokymosi būdus (Vilkonienė, Leparskienė, 2003; Vilkonis, 2003; Lamanauskas, 2004; Мельник, Корожнева, Вилконис, 2004; Vilkonienė, 2005). Šiuo tyrimu siekiama įvertinti pasaulio pažinimo vadovėlių turinį pritaikymo įvairiems mokymosi stiliams aspektu. Remiantis moksline ir metodine literatūra siekiama apibrėžti pradinėje mokykloje vyraujančius mokymosi stilius bei išskirti ir apibrėžti vadovėlių turinio vertinimo kriterijus. Siekiama atlikti lyginamąją pasaulio pažinimo vadovėlių turinio analizę pagal išskirtus vadovėlių vertinimo kriterijus pritaikymo įvairiems mokymosi stiliams aspektu. Tyrimo metu taikyti mokslinės ir metodinės literatūros analizės, ekspertų apklausos, klasikinės ir kokybinės vadovėlių turinio analizės, aprašomosios statistikos, lyginamosios analizės metodai. Tyrimo metu išanalizuota 21 knyga. Ekspertinės apklausos metu apklausti 6 ekspertai – pradinio ugdymo specialistai. Pradiniam mokykliniam amžiui yra būdingi klausymo (audialinis) mokymosi stilius, kuris reiškiasi pomėgiu uždavinėti... [toliau žr. visą tekstą] / Schoolbooks are very important part of education and that is why the problematic question is as follows: does the content of world cognition textbooks provides a possibility to learn the material in different ways of studying respectively to individual needs. According to various scientists, different learning methods can be successfully adapted especially in world cognition lessons (Vilkonienė, Leparskienė, 2003; Vilkonis, 2003; Lamanauskas, 2004; Мельник, Корожнева, Вилконис, 2004; Vilkonienė, 2005). The aim of this study is to asses the world cognition textbooks in aspect of content adaptation to different styles of learning. On a basis of scientific and methodical literature the learning styles in primary schools and assessment criteria of textbooks are defined in this study. My aim was to make a comparative analysis of world cognition textbooks using defined criteria of assessing textbooks in aspect of content adaptation to different styles of learning. There were scientific and methodical literature analysis applied, expert surveys, classical and qualitative textbooks‘content analysis, descriptive statistics and methods of comparative analysis used in this research. Analysis was made on 21 textbook. Six experts (specialists of primary education) were quizzed during expertise survey. The primary school learning style characterizes itself with aural (acoustic) learning style, with specific features like giving questions and listening to people talking or audio-video... [to full text]

Dėl globalizacijos, informacinių technologijų plėtros, pasikeitusios šalies ekonomikos, politikos, švietimo, bei didėjančių visuomenės poreikių mokymasis visą gyvenimą tampa pagrindinis iššūkis švietimui. Vis labiau akcentuojama būtinybė kelti mokymo kokybę, kurios pagrindinis veiksnys - nuolatinio tobulinimo ir atnaujinimo reikalaujanti pedagogų kvalifikacija. Kadangi mažų vaikų specifika reikalauja ypatingų pradinių klasių pedagogo kompetencijų, pedagogas negali sustoti vietoje, jis turi nuolatos tobulėti, atnaujinti savo žinias, gebėjimus, plėtoti studijų metu įgytas kompetencijas, kas šiame darbe bus suprantama kaip nuolatinis formalus kvalifikacijos kėlimo procesas. / Due to globalization, information technology development, changes in the economics, politics, education, and the growing needs of society, lifelong learning becomes a key challenge for education. There is more emphasis on the need to raise the quality of teaching, the main factor - the continuing improvement and upgrading requiring qualification of pedagogues. Since the specificity of small children require special primary school pedagogue competence, the pedagogue can not stand in the place, it must continually improve, update their knowledge, skills, develop expertise acquired during their studies, what this work will be understood as a continuous process of formal training. Because the specificity of small children require special primary school pedagogue competence, the pedagogue can not stand in the place, it must continually improve, update their knowledge, skills, develop expertise acquired during their studies, what in this work will be understood as a continuous formal process of qualification refinement. Research object - qualification refinement of primary education in the implementation context of „lifelong learning“ strategy.

Temos aktualumas. Besikurianti informacinė visuomenė ir sparčiai vykstanti mokslo ir technikos pažanga keičia ne tik žmonių buitį, aplinką, bet ir savimonę, prioritetus (kaip vertybes). Dabartinė vertybinių orientacijų kaita kelia grėsmę prarasti pamatines vertybes . Todėl mokyklos, kaip vertybių internalizacijos tęsėjos, pareiga kuo įtaigiau ir patraukliau, integruoti dorinių vertybių sklaidą udgymo procese. Šiame magistro darbe analizuojama galimybė vertybių internalizacijos procese panaudoti vieną iš auklėjimo metodų – pavyzdį, paremta prozos kūrinių skaitymu ir samprotavimais apie kūrinio veikėjus. Šis metodas – tai būdas su pradinių klasių mokiniais nemoralizuojant kalbėtis apie vertybes, jų pasirinkimo galimybes, galimus padarinius. Problema. Iki šiol nėra ištirta, kaip pradinių klasių mokiniai išreiškia savo vertybines orientacijas samprotaudami apie prozos kūrinio veikėjus. Tyrimo objektas - vertybinių orientacijų raiška trečių – ketvirtų klasių mokinių samprotavimuose apie prozos kūrinio veikėją. Tyrimo tikslas – ištirti vertybinių orientacijų raišką pradinių klasių mokinių samprotavimuose apie prozos kūrinio veikėją. Tyrimo uždaviniai: 1. Apibendrinti vertybės sampratą filosofinėjė, psichologinėje ir pedagoginėje literatūroje; 2. Apibūdinti prozos kūrinio veikėjo analizės panaudojimo vertybių ugdymui galimybes; 3. Ištirti 3-4 klasės mokinių vertybinių orientacijų raišką samprotavimuose apie kūrinio veikėją. Tyrimo uždaviniaiTyrimo metodika. Tyrimas organizuotas 2008... [toliau žr. visą tekstą] / Significance of the theme. Nowadays when the whole informational society is creating itself very quickly there are no doubts that rapidly increasing progress of science ant technology exists as well. That obvious progress brought plenty changes into people lives, the way of their living and changed the direction of their valuable orientations. So there is a huge threat to lose foundational values. That is why school's obligation as a continuer's of values internalization is as much as possible suggestively and attractively integrates the distribution of honesty values info the whole educational process. The possibility to use just one educational method, in this case the method is an example's method, in the whole values internalization process is analysing in this master's work. This example's method is based on reading prose. This method is the best way to talk about all the values, the variety of values, the possibilities to choose them, without any moralization simply by reasoning about the prose characters. Problem of the theme. At this moment there are no comprehensive researches about the ways of expression of valuable orientations in primary school children's reasoning about the prose character. Object of the research. An expression of valuable orientations in the third and fourth grade pupils reasoning about the literature character Purpose of the research to describe the expression of valuable orientations in primary school children's reasoning about... [to full text]

Darniai vaikų raidai būtinos ne tik ekonominės, socialinės sąlygos, bet ir kultūrinis veiklumas bei aktyvumas. Šiandien, kalbėdami apie laisvalaikį ir vertybių ugdymą, susiduriame su nauja problema – vartojimo visuomene, kuri išreiškia gėrybių įsigijimą, jų eikvojimą, aplinkos ir žmogaus nuolatinį gyvenimo stiliaus konstravimą. Reikšmingais tampa tokie veiksmų rezultatai, kaip malonumas, pasitenkinimas, patrauklumas, o tam dažnai tarnauja laisvalaikis. Produktyviai leidžiamas laisvalaikis padeda žmogui visapusiškai tobulėti, formuotis vertybines nuostatas, o netinkamas laisvalaikio leidimo būdas gali destruktyviai veikti žmogų. Kuo žmogus jaunesnis, tuo ši problema opesnė, todėl pradinių klasių mokinių laisvalaikio nagrinėjimas tampa ypač aktualiu. Dabartiniai pokyčiai visuomenėje - gyvenimo tempas, įtempta tėvų darbo diena, informacinių technologijų tobulėjimas, žiniasklaida, vertybių perkainavimas, vartojimas kaip socialinė problema, daro stiprų poveikį vaikų laisvalaikiui ir vertybinių nuostatų formavimui(si). Infantiliai, tik vartotojiškai leidžiamas laisvalaikis, dažnai ne pagal mokinių amžių gaunama informacija destruktyviai veikia jų psichinę ir socialinę raidą bei vertybių formavimąsi. Tyrimo metodika Tyrime dalyvavo 570 respondentų – 470 pradinių klasių mokinių ir 100 jų tėvų. Tyrimas vyko 2 etapais: 2006 m. ir 2008 m. Tyrimo metodai: teoriniai, empiriniai, statistiniai. Darbo rezultatai aprobuoti tęstinėje tarptautinėje mokslinėje konferencijoje ,,Pasaulis... [toliau žr. visą tekstą] / The topicality of the subject The harmonious children‘s development needs not only economical and social conditions but also cultural activity. Today, when we are talking about leisure time and raising of values, we face a new problem – the society of users, which expresses the acquisition of wealth, the use of them, constant environment and person’s construction of a lifestyle. Pleasure, satisfaction, attractiveness become very important items which depend on the leisure time. Productively spent leisure time helps a person to improve and form values and unsuitable way of spending leisure time can have a negative impact on people. This problem is a sore subject among young learners in primary schools, therefore the analyses of pupils’ in primary schools leisure time becomes very urgent. The changes in society – the tempo of life, tight working hours of parents, the improvement of technologies, mass media, and the use of values as a social problem have a strong impact on children’s leisure and on the development of values. Improperly spent leisure, the information which children get is not to their age and it affects their physical and social development as well as formation of values. Methods of the research 570 participants – 470 pupils of primary education and 100 parents took part in the research. The research consisted of two stages: in 2006 and in 2008. The methods of research: theoretical, empirical, and statistical. The results of the research were approved in the... [to full text]

Magistro darbe išanalizuotos valstybinio švietimo strateginių nuostatų įgyvendinimo pradiniame ugdyme problemos. Analizuojama teoriniai valstybinio švietimo strategijų, pradinio ugdymo sampratos, bei valstybinio švietimo plėtotės aspektai. Išsamiai išanalizuojami Lietuvos autorių teoriniai ir praktiniai švietimo strategijos įgyvendinimo būklės tyrimai. Analizuotas Šiaulių apskrities pradinio ugdymo pedagogų požiūris į švietimo strategijos įgyvendinimą. Patvirtinama autoriaus suformuluota mokslinio tyrimo hipotezė, kad, įgyvendinant valstybinio švietimo strategines nuostatas pradiniame ugdyme, įgyvendinami ne visi strateginiai uždaviniai. / This Master work analyzes the problems of national education strategy implement in the primary school. We represent conceptions of national education strategies and primary school; also there you can find aspects of national education development. Researches are given for realizing the state of Lithuanian authors’ theoretical and practical education strategies. Analyze was done in order to find out the realization of pedagogue attitude about the education strategy of Šiauliai district primary school. The hypothesis of scientific research was proved by author that realization of national education strategy implement in the primary school is not completed by all strategical tasks.

Bakalauro darbe analizuojamas pradinių klasių specialiųjų ugdymosi poreikių (SUP) turinčių mokinių kalbėjimo ir klausymo gebėjimų ugdymo procesas per lietuvių kalbos pamokas. Tyrime dalyvavo 98 bendrojo lavinimo mokyklų pradinių klasių pedagogai. Anketinės apklausos metu tirta, kokiais metodais ir priemonėmis pedagogai ugdo SUP turinčių mokinių kalbėjimo ir klausymo gebėjimus. Analizuojant tyrimo duomenis, buvo siekiama atskleisti SUP turinčių mokinių kalbinio ugdymo prioritetus; išsiaiškinti kokie veiksniai lemia SUP turinčių mokinių kalbėjimo ir klausymo gebėjimų ugdymo sėkmę; išskirti dažniausiai patiriamus kalbėjimo ir klausymo gebėjimų ugdymo(si) sunkumus per lietuvių kalbos pamokas. Tyrimu nustatyti tokie SUP turinčių mokinių kalbinio ugdymo prioritetai: vertinimas pasiekimų knygelėse už skaitymą ir rašymą; pateikiamos užduotys – pasakojimai iš patirties arba pagal paveikslėlius; daugiausia galimybių kalbėti SUP mokiniams suteikiama per lietuvių kalbos pamokas. Dažniausiai kalbėjimo ir klausymo gebėjimai ugdomi taikant informacinius metodus (pokalbis, pasakojimas, vaizdas); didaktinius žaidimus. Priimtiniausia SUP mokinių kalbėjimo ir klausymo gebėjimų ugdymo sritis – dialogas. SUP mokinių kalbėjimo ir klausymo gebėjimus labiausiai padėtų tobulinti naujos metodinės priemonės bei glaudesnis darbas su įvairiais specialistais ir vaikų tėvais. Pedagogai nepatenkinti dėl per didelio vaikų skaičiaus klasėje, nepakankamos pagalbos iš SUP turinčių vaikų tėvų. Pedagogams sunku... [toliau žr. visą tekstą] / Process development of speaking and listening skills of the primary grades pupils with specific educational needs (SEN) were analysed during the Lithuanian lessons in this bachelor paper. 98 pedagogues of general education schools parcitipated in research. Teachers` education methods and means were investigated by questionnaire, they teach speaking and listening skills of the pupils with SEN. Researching this analysis information was tried to reveal speaking and listening development priorites of children with SEN; ascertain what factors determine speaking and listening ability, education success of the pupils with SEN; exlude mostly used speaking and listening ability development difficulties during the Lithuanian lessons. Linguistic education priorites of pupils having SEN were defined by this analysis, such as assessment for reading and writing in the aschievement books; mostly given tasks – tellings from experience or according to the pictures; children with SEN most chances to speak are having during the Lithuanian lessons. Usually speaking and listening skills are tought by information methods (conversation, tale, view); didactic games. Dialogue is the most acceptable speaking and listening ability education range of children with SEN. New methodical means and closer work with various specialists and parents of children would be the best help for speaking and listening skills improvement of the pupils with SEN. Pedagogues are not satisfied with too many children in... [to full text]