Diese Untersuchung ist sehr aktuel, weil hier die Notwendigkeit des Bedürfnisses der allgemeinen Ausbildung vor der Schule hervorgegeben wird (die aktive, die selbständige und die schöpferische Ausbildung der Kinder). Immer mehr aktuell werden die Fragen des Überganges zu der allgemeinen Ausbildung, wie man sie erreicht, welche Organisationsmodellen der institutionellen Vorschulausbildung möglich sind und welche von denen wirkungsvoller seien, damit die Kinder die notwendige Vorbereitung für die Schule bekommen und wie die Interessen als auch die der unterschiedlichen Gruppen der Ausbildungssubjekte zu befriedigen seien. Dafür muß man die Organinisierungsarbeit der Modellen der Vorschulausbildung zu vervollkommnen, die Bedürfnisse der Kunden (Eltern und Kinder) gründlich zu erforschen. Das Problem ist einmalig, als in Westen sowie in Osten gibt es keine „fertigen Recepte“ dafür. Die Ausbildung der Kinder vor der Schule dauert in einen Ländern ein Jahr, woanders - zwei Jahre und in manchen Ländern ist dies überhaupt nicht vorgesehen. Das Ziel der Untersuchung: Die Wirksamheit der drei Organisationsmodellen der Vorschulausbildung zu vergleichen. Die Hypothesen: 1. Die Eltern schätzen die unterschiedlichen Modellen der Organisation der Kinderausbildung vor der Schule grundsätzlich positiv ein. 2. Die Kunden (Eltern) schätzen am meisten die allgemaine Ausbildung des Kindes, die Umgebung, den Umgang mit anderen, die Adaptation des Kindes und die Arbeitsdauer der Gruppe... [to full text]

Pre-primary education is one of the most important factors of early child‘s socialization. Advanced family‘ s attitudes towards pre-primary education determine parents decision either let their child attend a preprimary group or not. Appealing to the empirical research it may be stated that iteraction between parents and an educational institution is not satisfying: parents get little information, collaboration is formal between family and an educational institution. Those parents, who did not give the possibility to their children to participate in pre primary education, realize pre primary education as a social service that is guaranteed by the state. They do not realize the most important function of pre-primary education to get ready a child for a school. Positive changes were made by doing variuos reforms, researches and problem solving reached possitive changes. It is noticed that parents‘ positive attitude towards pre primary education is changing depending on a child‘s participation in it: parents of pre- primary and primary students assess pre-primary education more positive than those parents whose children do not attend a pre- primary group. Consequently, organization of pre- primary education is rather fluent, its content satisfy parents partialy. Parents think that an educational institution is a social partner. However, there are problems in changing negative parent‘s attitude towards pre- primary education. It is important to solve this problem and find the... [to full text]

In this article research work educational institutions and primary teachers`s view on children`s pre-school education is analyzed. This issue is topical as continuity of pre-school and primary school education influences the quality of education in primary classes a lot. The issue is even more topical because of the newness of a pre-school education branch in Lithuanian educational system, this fact causes a lot of problems. The object of the research - primary education. The aim of the research – to find out how administration of educational institutions and primary teachers evaluate the role of pre-school education in children`s preparation for school and which model of pre-school education they give top priority to. Tasks: To examine the problems of pre-school education in scientific literature; to find out points of view of administrators of different educational institutions on children`s preparation for school; to examine primary teachers` point of view on children`s preparation for school; to accomplish a comparative analysis of the data and give recommendations for improvement of the work. The methods of the research: Theoretical: Analysis of scientific management, psychological, pedagogic, sociological literature and the newest educational documents. Empirical: Primary teachers and school administration, pre-school administration questioning; Statistic: A quantitative analysis was accomplished, the methods of statistical and comparative analysis were described. The... [to full text]

The problem of survey is determined by the fact, that in Lithuania it is discussing a lot about the education change, the competences of pedagogues, but it was not analyzed how the pedagogues of to-school and pre-school educational institutions understand the professional competences, how they evaluate them, what is self-reflection of their professional competences. In the theoretical point of view this work will encourage to go deeper to the expression of the professional competences of to-school and pre-school education pedagogues and the needs and possibilities of their perfection. The purpose of work – is through the opening of the comprehension of the professional competences of to-school and pre-school pedagogues of educational institutions to highlight their structure and alternation in the context of educational change. 135 to-school and pre-school education pedagogues took part in the survey. The results of the survey represented, that the analysis of the opinions of to-school and pre-school education pedagogues about the importance of professional competences showed, that their role in the educational practice is not of equal value. As the most important competences were noted these of methodical, organising and planning. The results of different empirical investigation showed, that there is a relation between the point of view of the pedagogues about the importance of competence and their self-reflection. In the context of educational change is emerging... [to full text]

Visuotinis priešmokyklinis ugdymas yra valstybės garantija visiems priešmokyklinio amžiaus vaikams ugdytis pagal priešmokyklinio ugdymo programą. Todėl priešmokyklinis ugdymas turi būti išplėtotas formomis ir būdais, susijusiais su priešmokyklinio ugdymo organizavimu bei tolimesniu vaiko ugdymu(si) švietimo sistemoje. Savivaldybė, atsižvelgdama į savo bendruomenės poreikius, ieško efektyvesnių priešmokyklinio ugdymo organizavimo modelių, kurie užtikrintų priešmokyklinio amžiaus vaikų kompetencijų raišką socialinėje, komunikavimo, sveikatos saugojimo, pažinimo ir meninėje srityse bei ugdymo kokybę. Magistro darbe siekiama teoriškai ir empiriškai atskleisti efektyviausio priešmokyklinio ugdymo organizavimo modelio ir vaiko pasirengimo mokyklai ikimokyklinėje įstaigoje prielaidas. Analizuojant mokslinę literatūrą, atskleidžiama priešmokyklinio ugdymo organizavimo specifika, išsiaiškinami priešmokyklinio amžiaus vaikų kompetencijų lygmenys, išanalizuojama subjektyvi tėvų nuomonė apie vaikų kompetencijų plėtotę ikimokyklinėje įstaigoje bei pasirengimą mokyklai. Patvirtinama autoriaus suformuluota mokslinio tyrimo hipotezė, kad išsiskiria priešmokyklinio amžiaus vaikų įgytų kompetencijų lygmenys, ugdant skirtinguose ugdymo organizavimo modeliuose. Tyrimo rezultatai parodė, kad tėvai domisi priešmokykliniu ugdymu, tačiau ugdymo organizavimo modelį pasirinko pagal savo poreikius. Priešmokyklinio ugdymo organizavimo modelių įvairovė būtina, siekiant priešmokyklinio ugdymo... [toliau žr. visą tekstą] / The diversity of preschool organization models are essential trying to reach the universality of primary education. It is for every family which grows five or six years old child and want that their children have access to quality primary education services in preschool institution. Municipality depends on the needs of their community, looks for more effective preschool education organization models, which provide the expression of preschool children in social, communication, health care, cognitive and artistic field, and the quality of education. Preschool child competence expression in the context of education organization models are researching in this work. The main purpose of this work is to reveal the competence of preschool child expression peculiarity, when there are different education models, different teachers and parent’s point of view. The study was conducted using survey method (in writing), the instrument is two questionnaires. In order to harmonize the problem of representation that is more focused to detect the variety of practices, in conjunction of objective and subjective information was distributed 240 questionnaires. The author received 213 filled questionnaires (115 preschool children teachers and 98 parents whose children attend preschool education group). There were used statistical data processing methods: periphrastic statistics and Kruskal-Wall nonparametric average rank criteria. The methodology of research is based on human personality... [to full text]

The object of this master research – social and psychopedagogical peculiarities of pre-school age children’s unsuccessful upbringing. The basis of research is Vilnius kindergarten “Pasakaitė”. The scientific problem is based on conditions and motion of pre-school age children’s unsuccessful upbringing. There were applied these methods of research: analytical generalization of social, psychological and pedagogical literature on the chosen theme; individual, selected conversations with parents and educators; inter-psychological method; pedagogical consultation – the method “Reevihiation Counsaling” by Harvey Jekins; observation of children’s behavior; mathematical and graphic edition of collected material. Analysing the object of research there was made analytic review of Lithuanian and foreign scientific literature, close to the subject of this master work. There were exposed concrete conditions of children’s upbringing in family and disclosed such capacities and specific features of upbringing as: parents from reserched families don’t have a discussion solving the problems of children’s upbringing; they often don’t come to the common conclusions on children’s behavior, don’t reconcile and don’t change consecutive actions of their children; reproach them for their characteristic features; seeking the right behavior of children, punish them too often and don’t chose the methods, applying which it could be possible to change their behavior; there is such an attitude in these... [to full text]

Magistro darbe yra išanalizuoti ir susisteminti įvairūs moklinės literatūros šaltiniai apie Švietimo pagalbos šeimoms auginančioms vaikus iki 7 metų. Darbe išanalizuotos ikimokyklinės įstaigos galimybes organizuojant tėvų švietimą, remiantis tėvų nuomone. Taip pat surinkta informacija apie tėvų švietimo formas Šiaulių ikimokyklinėse įstaigose. Apžvelgta ,,Šiaulių krašto“ laikraščių tematika, tėvų auginančių vaikus iki 7 metų švietimo klausimais (2008-2009). Pasitvirtino darbo hipotezė, kad tėvai skiria permažai dėmesio švietimui ir bendradarbiavimui su grupėje dirbančiu pedagogu. Taip pat išaiškėjo, kad pedagogai naudoja įprastas švietimo formas ikimokyklinėse ir priešmokyklinėse ugdymo grupėse. / The Master paper analyses and systematises different scientific literature on educational assistance for families having children under 7years old. The paper explores arranging of the pre-school possibilities according to the parents opinion. Information on parents education forms in the pre-school institution is being collected. Moreover, topics on educational issues on parents having children under 7 years old relieved by Šiauliai Kraštas newsletter (2008-2009). Hypothesis is being approved that parents pay too little attention to education and co-operation with pre-school teachers. It explores also that pedagogues use ordinary educational forms in the pre-school groups aged from 1 to 6 and from 6 to 7.

Šiuolaikinėje informacinėje visuomenėje žmogui keliami visai kitokie reikalavimai. Kiekvienas žmogus, siekiantis prisitaikyti prie besikeičiančios visuomenės, turi įgyti jam reikalingų kompetencijų, būtinų vertybinių nuostatų. Priešmokyklinis ugdymas suvokiamas kaip ikimokyklinio ugdymo tąsa, tačiau turinti kokybiškai naujų tikslų ir uždavinių, kitokią vaiko ugdymo sampratą. Ugdomosios veiklos turi būti nukreiptos į visų esminių kompetencijų: socialinės, pažinimo, sveikatos saugojimo, komunikavimo, meninės ugdymą. Darbo tikslas - išsiaiškinti meninės kompetencijos kompleksinio ugdymo ypatumus priešmokykliniame amžiuje. Darbo tyrimo objektas – kompleksinis meninės kompetencijos ugdymas priešmokykliniame amžiuje. Darbo tikslui pasiekti analizuojami pedagoginiai ir psichologiniai literatūros šaltiniai, stengiantis išsiaiškinti priešmokyklinio ugdymo sampratą ir priešmokyklinio amžiaus vaikų pedagoginę ir psichologinę charakteristiką, siekiama išsiaiškinti priešmokyklinio ugdymo kompetencijų sampratą ir šio amžiaus vaikų kompetencijas, kaip ugdoma meninė kompetencija priešmokyklinio amžiaus vaikams ir kokie yra šios kompetencijos ugdymo ypatumai, bei anketa ir interviu metodu išsiaiškinti priešmokyklinio amžiaus vaikų ir priešmokyklinėje grupėje dirbančių pedagogų požiūrį į kompleksinį meninės kompetencijos ugdymą. Iš viso tyrime dalyvavo 67 respondentai. Anketa buvo pateikta 32 priešmokyklinio ugdymo pedagogams, interviu metodu apklausti 35 priešmokyklinio amžiaus vaikai (... [toliau žr. visą tekstą] / In modern informatical society, there are much requirements raised for a person. Every person, who tries to adopt to the changing society, must acquire competence, necessary valuable rules. Pre-school education is perceived as pre-school education continuation, with qualities new aims, different child education conception. Educational activities must be directed to all basic competences: social, cognition, health care, communication, art education. Research object - combined art competence education to pre-school age group. Work aim – to find out peculiarity of combined art competence to pre-school age group. To reach goal, there will be analyzing educational and psychologic literature sources, explaining pre-school education conception and pre-school age children pedagogic and psychologic characteristics, revealing pre-school education competence conception and particular age children competences; presenting pre-school age children art competence education conception, and by the method of inquestions and interviews there will be elucidated educators , working in pre-school age children and pre-school group, opinion to combined art competence education. In research there was 67 participants. Questionnaire was given to 32 pre-school education educators, by interview method there was questioned 35 pre-school age children (5 – 7 years old). There were used these science research methods: sciences literature and documents analysis, interview method, questionnaire inquest... [to full text]

Magistro darbe yra išanalizuoti ir susisteminti įvairūs moklinės literatūros šaltiniai apie Švietimo pagalbos šeimoms auginančioms vaikus iki 7 metų. Darbe išanalizuotos ikimokyklinės įstaigos galimybes organizuojant tėvų švietimą, remiantis tėvų nuomone. Taip pat surinkta informacija apie tėvų švietimo formas Šiaulių ikimokyklinėse įstaigose. Apžvelgta ,,Šiaulių krašto“ laikraščių tematika, tėvų auginančių vaikus iki 7 metų švietimo klausimais (2006-2008). Pasitvirtino darbo hipotezė, kad tėvai skiria permažai dėmesio švietimui ir bendradarbiavimui su grupėje dirbančiu pedagogu. Taip pat išaiškėjo, kad pedagogai naudoja įprastas švietimo formas ikimokyklinėse ir priešmokyklinėse ugdymo grupėse. / The Master paper analyses and systematises different scientific literature on educational assistance for families having children under 7years old. The paper explores arranging of the pre-school possibilities according to the parents opinion. Information on parents education forms in the pre-school institution is being collected. Moreover, topics on educational issues on parents having children under 7 years old relieved by Šiauliai Kraštas newsletter (2006-2008). Hypothesis is being approved that parents pay too little attention to education and co-operation with pre-school teachers. It explores also that pedagogues use ordinary educational forms in the pre-school groups aged from 1 to 6 and from 6 to 7.

Šiame darbe akcentuojami priešmokyklinio amžiaus vaikų sėkmingo ugdymo(si) veiksniai, kaip pamatas tolimesniam sėkmingam mokymuisi mokykloje. Ugdymo(si) sėkme laikoma visų vaiko fizinių ir psichinių galių puoselėjimas, pozityvios socialinės ir emocinės patirties įgijimas, pažinimo motyvacijos skatinimas. Tyrimo klausimai: Kokie atsiskleidžia vaikų ugdymąsi skatinantys ir slopinantys veiksniai? Ką pedagogai mano apie vaikų ugdymo(si) sėkmę? Atsižvelgus į tyrimo klausimų aktualumą, tyrimo objektu pasirinkta priešmokyklinio amžiaus vaikų ugdymo(si) sėkmę laiduojantys veiksniai. Tyrimo tikslas – atskleisti priešmokyklinio amžiaus vaikų sėkmingo ugdymo(si) veiksnius. Tyrimo uždaviniai: 1. Mokslinės literatūros ir švietimo dokumentų analizės pagrindu, atskleisti priešmokyklinio amžiaus vaikų sėkmingo ugdymo(si) veiksnius lemiančius ugdymo(si) sėkmę. 2. Nustatyti vidinius ir išorinius veiksnius turinčius įtakos ugdymo(si) veiklos sėkmei. 3. Atskleisti pedagogų nuomonę apie vaikų ugdymo(si) sėkmę. Tyrimo imtis: Tyrime dalyvavo 87 priešmokyklinio ugdymo grupę lankantys vaikai ir 128 priešmokyklinio ugdymo pedagogai. Tyrimas vykdytas Vilniaus miesto ir rajono ikimokyklinėse ugdymo įstaigose. Remiantis atliktu tyrimu parengtos išvados kuriose atskleidžiami vaikų sėkmingo ugdymosi veiksniai. / In this work the factors of successful education of preschool children are emphasized as the base for further successful learning at school. Educational success consists of: the nurturance of all physical and mental powers of a child, the acquisition of positive social and emotional experiences, and the encouragement of knowledge motivation. Research questions: What are the factors which stimulate and which supress children’s education? What do teachers think about the success of children’s education? Considering the urgency of research questions, factors that guarantee successful education of preschool children were chosen as the object of the research. The aim of research – to reveal factors influencing successful education of preschool children. Research objectives: 1. To reveal factors which destine successful learning of preschool children by means of scientific literature and educational document analysis. 2. To identify inner and outer elements that have influence on the success of educational activity. 3. To disclose teachers’ openion on the success of children’s education. Research sample: 87 children who attend preschool education group and 128 teachers took part in the research. The research was held in preschool institutions of Vilnius city and in the area of Vilnius. Relying on the accomplished research, the conclusion reveals factors of successful children’s education.