This work is about the role of a social pedagogue, while solving problems of bad children attendance. The main aim of the work is to show the opportunities of social pedagogue, solving bad school attendance problem. In the theoretical part of work the following topics are overviewed; the educational reform in Lithuania, socializational problems and their prevention, the purpose of social pedagogue and his work trends, the features of adolescent spread, unwillingness to learn and the ways it is shown. In the practical part the results of the investigation. The information was gathered, while interviews with schoolchildren, dealing with class monitor's information about children, who attend school badly and method's of social pedagogue's work with a contrete pupil. In this work you can find the results of the investigation, which show the reasons of bad school attendance, pupls' and class monitors' opnions, talking about relationship with teachers, classmates, and how it influences the children wish and unwillingness to attend school and the model of social pedagogue's work.

The role of social pedagogue is highly important in term of reform of our educational system, because social pedagogues seek to help children and teenagers to adapt in society, community or in shelter. They use all acceptable forms of upbringing, they also communicate with others pedagogues, parents and social institutions, which guarantee security of children and teenagers, their rights and responsibilities, physical and psychological needs. Social pedagogues assist organizing educational process, help to understand, how goes on psychosocial development of children or teenagers and what influence on educational process family, community and culture have. Reorganizing society, entering free market system and democratic society, social pedagogue becomes a coordinator of social-pedagogic help. Aims of the work are to help to fulfill the right of pupil to study. Other goal of social pedagogues is to ensure effective education and upbringing at school and to create conditions for positive socialization and civic ripeness of child. Hypothesis of the research: social-pedagogic help in educational institution is more effective when intermediate communication between social institutions exists. Goal of the research: seeking intermediate communication between social institutions, reveal the role of social pedagogue in nowadays educational and upbringing system. Work task: formation of social-pedagogic system in Lithuania; to show, that social pedagogue is important helper upbringing... [to full text]

Das Untersuchungsobjekt dieser Arbeit ist Besonderheiten des Umgangs und der Zusammenarbeit zwischen dem Schulleiter und dem Sozialpädagogen an einer Bildungsinstitution. Das Untersuchungsproblem: Die vorherrschenden Beziehungen zwischen dem Schulleiter und dem Sozialpädagogen sind ausreichend gut und optimal. Das Problem ist die Definition der Stellung des Sozialpädagogen in einer Schulgemeinschaft sowie die Fülle und Unbestimmtheit der Funktionen, die der Sozialpädagoge auszuführen hat. Arbeitshypothesen: Die Sozialpädagogen, öfter als Leiter von Bildungseinrichtungen, schreiben sich verschiedene Funktionen ihrem Posten zu. Die Sozialpädagogen meiden es, mit Schülereltern Kontakt zu pflegen, wobei der Grund dafür eine negative Einstellung gegenüber dem Sozialpädagogen ist. Das Hauptproblem bei der Arbeit des Sozialpädagogen ist der der Arbeitsbelastung nicht entsprechende Lohn. Untersuchungsaufgaben: • Bewertung der Kompetenz des Sozialpädagogen, seiner Werteinstellungen, der Sicht auf das Kind und seine Umgebung. • Erforschung von vorhandenen Beziehungen zwischen dem Schulleiter und dem Sozialpädagogen. • Erforschung von Faktoren, die die Beziehungen zwischen dem Sozialpädagogen und dem Schulleiter beeinflussen. • Bewertung von Möglichkeiten der Zusammenarbeit zwischen dem Sozialpädagogen und der Schule. • Erarbeitung von Empfehlungen für eine nachhaltige Verbesserung der Beziehungen zwischen der Schule und dem Sozialpädagogen. Nach der Untersuchung hat es sich... [to full text]

The aim of work is to distinguish realization of moral values orientations of practicing social pedagogues in comparison to non – practicing social pedagogues (who have qualification of social pedagogues, but do not work accordingly) in relation to children, their parents and pedagogues. Moral values now functioning and actual in the activities of school social pedagogue are being discussed in the work. The aim of the work is to reveal and to understand deeper the content of basic moral values defined in instructions for social pedagogues working schools. Though nowadays orientations of moral values effectively enriching people’s consciousness have become inseparable part of daily consciousness, the essential difference between them inevitably remains. The theory all the time outdistances daily consciousness. Concept of moral values widely spread in practical life from theoretical point of view is deeper studied and developed and serves the purpose of scientific cognition. A great impact in formation of moral values orientations of young people is made by mass media. We, the pedagogues, in colloquial language describe moral values inaccurately, sometimes even perceiving them incorrectly. The social pedagogues’ activities at school, their moral values orientations and specific features of their activities are based on scientific work of Lithuanian scientists. While analyzing the historical development of moral values orientations and performing their analysis from the... [to full text]

Zusammenfassung Nach der Analyse von Literaturquellen wurde solche Hypothese erhoben: die Beziehungen von Sozialpädagogen und Administration der Mittelschule im System "Leiter - Untergeordnete" sind problematisch. Forschungsgegenstand – die in den Mittelschulen arbeitenden Sozialpädagogen. Arbeitsziel - die Beziehungen von Sozialpädagogen und Administration der Mittelschule zu analysieren. Für die Arbeit gestellte Aufgaben: 1) Kommunikationsniveau von Sozialpädagogen und Administration der Schule zu analysieren; 2) Kommunikation und Zusammenarbeit von Sozialpädagogen und Administration der Schule im Kontext der von ihnen erfüllbaren Berufsfunktionen zu untersuchen; 3) gegenseitige Kommunikation von Sozialpädagogen und Administration der Schule zu analysieren. Arbeitsmethoden: 1) Analyse von wissenschaftlicher Literatur; 2) Analyse von Dokumenten; 3) Umfrage mittels eines Fragebogens; 4) statistische Datenanalyse. Im ersten Teil der Arbeit wurden die Voraussetzungen für eine feste Anstellung des Sozialpädagogen in den Mittelschulen, seine Kompetenz, Adaptation überblickt. In dem zweiten Teil wurden die Gesichtspunkte verschiedener Autoren für die Schule als eine spezifisch organisierte Gemeinschaft, für die Leitung einer zeitgenössischen Schule, Begriff und Funktionen der Administration, Veränderung des Gesichtspunkts für Leiter der Schule untersucht. Die Beziehungen von Sozialpädagogen und Leitern der Mittelschule im System "Leiter - Untergeordnete" wurden besprochen. Im... [to full text]

The main aim of social help is to act under natural situation at school in order to solve the problems that occur in the process of learning. The key objective of professional activities of a social educator is seeking for child’s welfare, early prevention, training of social potency, provisions of social services necessary for the child, while creating preconditions for successful human socialization of the growing child and his civil maturity. The purpose of the social educator is to be a lawyer of the child in all and every critical situation. The activities of the social educator are conditioned not only by the situation in the educational institution but also the problems of social education. While solving various problems, the social educator co-operates with school administration staff, form masters. According to the situation at school and on the basis of the main landmarks of the professional activities approved by the governing body, the social educator focuses on solving the most important problems.

Purpose with this work is to investigate social pedagogue’s actions functions and identify his place in school society. To achieve this purpose there are those goals: to analyze societies notion and to show its singularities; to mark social pedagogue actions functions’ strategies in school society, to determine functions, which lead towards concentration of this society (cooperation with VTAT, NRP, NVO and others) *; to show importance of functions of social pedagogue; to determine place in school’s society of social pedagogue; to establish theoretical model of social pedagogue’s activities in school society. Investigation object was social pedagogue’s activities in school society. On the strength of theoreticians’ investigations and practical experience, we established model of social pedagogue��s activities in school society, which can be implemented as follows: 1. Permanent implementation (continuous, constant); 2. Transformational implementation (variable implementation, conditioned by specific factors, which decide implementation of inadequate model or it works, but not in full force, that’s why it is not sporadic implementation.); 3. Sporadic implementation (single, occasional). With investigation we identified, that there is transformational implementation in the work of social pedagogue’s in the secondary schools of Vilnius. The hypothesis, that “social pedagogue in concentrated school society executes challenges, which society brings up, by... [to full text]

This subject was hosen because I hope that the child welfare, these right guard sovereign, may be safeguard purposeful working with some institutions who are in assent nicety way. I will try detected cooperation from sociopolitical as well as institutions who oppressing the child right. I will try with the accomplished analyses help present status, presenter inferences and will try to get the hang how to do assent action perfected. We must ready some professional sociopolitical and must give them some competence because they have hold child socialization process uh-uh in the education institution but as well as outside institution. Sociopolitical must be agent from child and institutions who may be oppressed the right of child. If we reach the welfare of child we must run-up master sociopolitical must accent general interdepartmental work. The sociopolitical and professional who working in the children’s right guard institutions must have some competitions from helping organization, practice coordination, as well as control of organization and steady action perfection.

Kiekvienos tautos gyvenime be galo svarbi vieta tenka mokyklai, žmonių išsilavinimo lygiui. Išsilavinimas reikalingas ne tik asmenybės ugdymui, bet ir valstybės gerovei užtikrinti. Švietimas - tai veikla, kuria siekiama suteikti asmeniui visaverčio savarankiško gyvenimo pagrindus ir padėti jam nuolat tobulinti savo gebėjimus. Sėkmingam vaikų mokymuisi didelę įtaką daro teisingas auklėjimas, visapusis tėvų bei visuomenės rūpinamasis vaikais. Dažniausia tėvai nori, kad jų vaikai sėkmingai mokytųsi mokykloje, daug pasiektų gyvenime, kad būtų savimi pasitikintys, patenkinti ir atsparūs gyvenimo mestiems iššūkiams. Mokymosi motyvaciją stiprina tėvai, mokykla bei glaudus tėvų, pedagogų ir mokyklos administracijos bendradarbiavimas. Į mokyklą vaikas patenka iš šeimos ir tai - jo antri namai, jo šeima. / The topic of the Master thesis is „ Social assistance for students solving problems of school attendance: the comparative analysis of school attendance in Lithuania and Poland“. The objective of this work is to investigate and to prove the importance of organizing social assistance in schools. The research was conducted using questionnaires and it is illustrated with diagrams. The aim of the research was to compare organizing social assistance in Lithuanian and Polish schools, to analyse documents and different forms of social assistance rendering in two countries. The educational – psychological characteristics of teenagers as well as the reasons of their being reluctant to study are also presented. The importance and the influence on improving the school attendance of social assistance are also analysed here. Students and teachers were given questionnaires with questions about the quality of relationskip among students and their classmates and students and teachers as well as the influence of harmful habits on the attendance of school. Questions about forms of cooperation among class teachers and parents were also included. The attendance of school in both countries is summarised and compared in the conclusion.

The importance of a social pedagogic‘s activities at school and attention to these activities are increasing in nowadays life. The activities of a social pedagogic at school, in families, in village communities, his/her professional image and conduction I.Leliūgienė has analysed ( Leliūgienė, 2002), G. Kvieskienė in her works analysed qualification necessary for a social pedagogic at school, a system of social work and its problems. (Kvieskienė, 2001). L. Stašiūnaitė examined the problem solving model application in a social pedagogic’s at school activities. (Stašiūnaitė, 2001). O. Merfeldaitė analysed social – psychological problems salvation for children from risk groups. The aim of study – to explose the expetations of vocational school leaders and to identify the qualities (persona and professional) required for social pedagogics at vocational schools. The activities of a social pedagogic at a vocational school are devoted to educational process improvement, to developing students' spiritual values and positive character feature. The main goals of a social pedagigic’s professional activities at school are – early prevention and aiming at children’s well – being. The purpose of a social pedagogic’s activity at school is to advocate a child in all critical situations. Methods used in a social pedagogic’s activities at school: 1. Theoretical: comparission, analysis, synthesis, indication, deduction 2. Practical: biographic, interviewing, modeling, consulting. The study... [to full text]