SUMMARY The graduation paper Cooperation of preschool education institution managers with teachers as a recondition of democratic relations by Irena Padkauskienė, a student of MA programme at the Department of Social Pedagogy of the Pedagogy and Psychology Faculty of Vilnius Pedagogical University has been written under the guidance of dr.habil.professor Marija Barkauskaitė after the study of pedagogical, psychological and managerial works on the issue concerned and the analysis of questionnaires completed by the pedagogue of pre-school educational institutions. The main task of perfection in the preschool education institution is to create the culture of communication as an essential condition in purpose to get better results and as a possibility to organize the work more swimmingly. To achieve the fact that the relation of cooperation would dominate in the institution is not an easy task, because the tolerance of the community, care about each other, the positive assessment of us, and the harmony of the community is necessary. It asserts by responsibility and democratically accepted solutions. The dialog, intended for the alternation of preschool education institution, planning activities, looking for its model, is going on permanently. The groups of community members (teams) are created not for the office but for all accepted idea. They seek for the common purpose, solve particular problems and collaborate between each other. In this way all the members become... [to full text]

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]

Sammanfattning   Förskolan är en arbetsplats där stress förekommer i stor utsträckning. Syftet med mitt examensarbete var att undersöka hur stressen visar sig i förskolan och vilka åtgärder som kan vidtas för att minska stressen.  För att synliggöra detta skapades en enkät som delades ut till 60 pedagoger, spridda på 6 förskolor. Fyrtiotvå pedagoger deltog i undersökningen. Resultatet visar att pedagogerna själva upplever de stora barngrupper som förekommer idag, samt att antalet pedagoger minskar som stressande. Ytterligare en stressande faktor som visar sig i mitt resultat är ljudnivån som ständigt gör sig påmind i förskolan. Stress påverkar vår hälsa och kan, om det pågår under en lång tid, leda till sjukskrivning eller utbrändhet, och det är av stor betydelse att tid för återhämtning finns. Barn och stress hör inte ihop, något som tyvärr är en återkommande kombination i förskolan.    Resultatet visar att dagliga rutiner uppfattas som stressmoment hos pedagogerna, och känslor av otillräcklighet är vanligt förekommande. Resultatet påvisar även att pedagogerna upplever stress vid fler dagliga situationer, något som bör tas på allvar. Viktiga åtgärder för att minska stressen vid dagliga rutiner kan vara struktur och kommunikation. Åtgärder för att minska stressen i förskolan är få och kan ses som ett rop på hjälp från pedagogerna. Många förskollärare är unga och har många år kvar i arbetslivet. Denna undersökning visar pedagogernas uppfattning om stress och orsaker till att stress uppkommer. Även åtgärder som kan bidra till att minska stressen i förskolan går att läsa i arbetet.

I have in my thesis examined what a leisure pedagogue does in school. I have asked the questions how it is with interaction between leisure pedagogues and teachers according to policy documents and according to the interviews I did with three professionals. In the literature part I began by describing the historical background to the after-school and leisure pedagogue profession until the new teacher education in 2011th.  My theory section, in previous research and theory, focuses on interaction between leisure pedagogue and teacher. In the research part I describe the interviews I did with three leisure pedagogue on three separate occasions. The results show that there are variations in the profession and that the interaction takes place if the teacher and the principal want. Also that reality is not as it is written in all policy documents. In my conclusion and discussion I talk about the leisure pedagogue’s competence, interaction and life skills for a discussion on how it looks according to the leisure pedagogues I interviewed, but also based on previous literature that I have also mentioned. I am here writing about the answer to my questions that I partly have been able to answer based on my investigation.

Įvairioje mokslinėje literatūroje akcentuojama, jog vaikų ir paauglių prevenciją reikia vykdyti kuo anksčiau. Bendrojo lavinimo mokyklose įvestas socialinio pedagogo etatas. Tai pati jauniausia profesija, kurios pagrindinis tikslas- laiku pastebėti, įvertinti ir spręsti vaikų bei paauglių mokyklos nelankymo, nesimokymo, netinkamo elgesio, bendravimo ir kitas problemas. Paauglystės laikotarpiu vaikui iškyla įvairių bendravimo su suaugusiais, bendraamžiais problemų. Nepalankios aplinkybės dažnai paskatina paauglį nusikalsti. Darbo objektu pasirinkta socialinio pedagogo veikla mokykloje nusikalstamumo prevencijos srityje. Darbo tikslas - išanalizuoti mokyklos socialinio pedagogo vaidmenį ir galimybes nepilnamečių nusikalstamumo prevencijoje. Siekiant atskleisti darbo tikslą iškelti uždaviniai: • Apibūdinti nepilnamečių nusikalstamumo šiandieninę situaciją. • Išanalizuoti priežastis, skatinančias nepilnamečius vykdyti nusikaltimus. • Ištirti socialinio pedagogo veiklą ugdymo įstaigoje dirbant su nepilnamečiais. • Atlikti mokyklų socialinių pedagogų, vykdančių nusikalstamumo prevenciją Vilniaus miesto mokyklose, veiklos tyrimą ir apibendrinti jo rezultatus. Tyrimo metodai: mokslinės literatūros apžvalga ir analizė, interviu- pokalbis. Pirmoje darbo dalyje buvo apžvelgta vaikų ir paauglių nusikalstamumo situacija, nagrinėjamos priežastys, skatinančios nepilnamečius nusikalsti. Antroje darbo dalyje apžvelgta mokslinė literatūra socialinio pedagogo... [toliau žr. visą tekstą] / Different scientific sources emphasise that children and teenagers’ prevention shall be commenced as early as possible. Social pedagogue position is established in the schools of general education. It is the youngest profession the main goal of which is to notice, evaluate and solve the problems related to children and teenagers absence from school, unwillingness to learn, improper behaviour, communication, etc. Various communication problems with adults and contemporaries arise during teens. Unfavourable circumstances often stimulate the teenager to make an offence. The subject of the project is activity of the social pedagogue at school in sector of crime prevention. Goal of the project is to analyse the role of social pedagogue at school as well as possibilities of the prevention of the teenagers’ crime. The following tasks were raised in order to reach the goal of the project: • To describe the current situation of teenagers’ criminality. • To analyze what causes the teenagers to make offences. • To review the activity of social pedagogue working with teenagers in the educational institution • To research the activity of the school social pedagogues who deal with the crime prevention in Vilnius City schools and to summarize the results. Research methods: scientific literature review and analysis, interview. The first part of the project reviews the situation of children and teenagers’ criminality; the reasons of minors’ criminality are analyzed. Second part of... [to full text]

Šiame edukologijos magistro studijų darbo objektu pasirinkta socialinio pedagogo veikla dirbant su deviantinio elgesio paaugliais miesto ir rajono sąlygomis. Siekiant, užsibrėžtų tikslų, vadovautasi moksline ir metodine literatūra, naudotas empyrinis tyrimo metodas. Darbo uždaviniai: 1. Atskleisti paauglių deviantinio elgesio ypatumus. 2. Išnagrinėti socialinio pedagogo darbo mieste ir rajone su deviantinio elgesio paaugliais skirtumus. Pirmoje dalyje apžvelgta mokslinė literatūra siekiant atskleisti paauglių deviantinį elgesį teoriniu aspektu. Aptarta paauglių deviantinio elgesio samprata, jos raiška ir veiksniai įtakojantys tokio elgesio apraiškas. Antroje dalyje bandoma nustatyti socialinio pedagogo vaidmenį bei darbo metodiką dirbant su deviantinio elgesio paaugliais. Trečioje dalyje analizuojamas socialinio pedagogo darbas su deviantinio elgesio paaugliais miesto ir rajono sąlygomis, aptariami tyrimo rezultatai, pateikiami pagrindiniai apibendrinimai. Darbą apibendrina išvados, teigiančios, kad nors socialinio pedagogo darbas su deviantinio elgesio paaugliais teikia galimybių daryti poveikį netinkamo paauglių elgesio problemai spręsti, tačiau šia galimybe praktikoje naudojasi ribotai ir ne vienodu intensyvumu miesto ir rajono sąlygomis, todėl galima teigti, kad hipotezė pasitvirtino. Šią visuomenėje vis intensyviau plintančią problemą reikia spręsti neatsižvelgiant į teritoriją, kurioje teikiant kompleksinę pagalbą paaugliui, tai yra, jam padėti turi tiek mokykloje... [toliau žr. visą tekstą] / The object of this educational master’s paper is chosen work of social educator with teenagers of deviant behavior in cities and districts. Setting a task it was followed scientific and methodological literature and used empiric method of analysis. Aims of the paper: 1. reveal peculiarities of teenagers with deviant behavior 2. to analyze differences between work of social pedagogue with teenagers of deviant behavior in cities and in districts In the first part scientific literature is surveyed seeking to reveal teenagers’ deviant behavior in theoretical aspects. Also, conception of teenagers with deviant behavior is discussed, its expression and factors influencing manifestation of such behavior. In the second part it is tried to determine role of a social pedagogue and methodology of work working with teenagers of deviant behavior. In the third part, work of social pedagogue with teenagers of deviant behavior in cities and districts is analyzed, research results are discussed and main generalizations given. The whole paper is generalized by giving conclusion which states that although work of social pedagogue with teenagers of deviant behavior gives possibilities to affect them in one or another way in conditions of working in cities and towns it is equally the same. So we could say that hypothesis proved out. This problem, that spreads in our society intensively every day, needs to be solved not considering territories, where integrated help is given to a teenager... [to full text]

Béla Bartók (1881-1945), one of the twentieth century’s most significant composers, is also well known as an ethnomusicologist and concert pianist. However, Bartók’s work as a pedagogue and as an editor has received relatively little scholarly attention, despite famous pupils and despite his preparation of numerous critical and educational editions of his own and others’ works. While the critical editions are few, a significant number of Bartók’s editions of piano works have an educational purpose; these editions contain highly detailed performing indications and hold substantial potential for investigating Bartók’s ideas on the performance of works by other composers. Bartók edited nineteen piano sonatas by Haydn for educational purposes between 1911 and 1920. Bartók’s edition of Haydn’s Piano Sonata Hob.XVI:49 in E-flat Major is compared with both the first edition and the facsimile of the manuscript, with a focus on articulation, pedaling, dynamics, fingering, and other significant markings such as indications of expression and ornamentations. This document examines Bartók’s editorial input in this edition as an exemplar of his stylistic principles, and explores the value of Bartók’s Haydn editions as performing editions by critically examining both his editorial contributions and possible execution issues. This study thus provides an understanding of Bartók’s stylistic ideas regarding classical style, and promotes consideration of these editions for contemporary performers.

At the beginning of the twentieth century, the recognition of the contralto voice type had reached its apex in England. Throughout the remainder of the century, the number and popularity of recorded contraltos has decreased alongside the rise of the mezzo-soprano voice type. Due to the contralto’s decline and the lack of repertoire composed specifically for the voice, the definition of “contralto” remains somewhat ambiguous. The large contralto repertoire of English composer Ralph Vaughan Williams displays a unique sensitivity to the contralto, particularly with regards to vocal range, flexibility, tessitura, and sustainability. These works thus suggest a new perspective for the voice type. The scope of Vaughan Williams’s oeuvre examined includes each of his operatic roles for contralto and choral works featuring the contralto. Also examined will be the compositional techniques implemented within these pieces which demonstrate the strengths and weaknesses of the contralto voice. A workable definition of the voice type for the pedagogue and performer is included.

Magistro darbo tikslas - analizuoti mokytojų ir socialinių pedagogų požiūrį į socialinio pedagogo funkcijas ir atlikti šių požiūrių lyginamąją analizę. Tyrime dalyvavo 198 respondentai: 59 socialiniai pedagogai ir 139 mokytojai. Tyrimas buvo atliktas Telšių apskrityje. Anketinės apklausos metodu (anketa sudaryta Andriuškevičienės (2005)) tirta mokytojų ir socialinių pedagogų požiūris į socialinio pedagogo funkcijas. Tyrimo hipotezė: tikėtina, jog mokytojai socialinio pedagogo funkcijas vertina mažiau palankiai nei patys socialiniai pedagogai. Atlikus tyrimą nustatyta, jog mokytojai socialinio pedagogo funkcijas vertina teigiamai, tačiau 40,83 proc. socialinio pedagogo funkcijų vertinamos kaip nelabai svarbios ar nesvarbios. Pastebėta, jog socialiniai pedagogai savo atliekamas funkcijas vertina teigiamai, tačiau nemažą dalį sudaro neutralus ir neigiamas vertinimai. Išanalizavus duomenis pagal pasirinktą kintamąjį – darbas ugdymo klasėse – nustatyta, jog mokytojai teigiamai vertina socialinio pedagogo funkciją – individualų darbą su mokiniu, o bendradarbiavimą su institucijomis bei darbą su pedagogais, mokyklos administracija vertina nepalankiai. Nustatyta, jog nepriklausomai nuo darbo stažo, tiek mokytojai, tiek socialiniai pedagogai neigiamai vertina darbo su pedagogais, mokyklos administracija bei bendradarbiavimo su institucijomis funkcijas. Taip pat atskleista, jog mokytojai darbo su pedagogais ir mokyklos administracija funkciją laiko svarbesne (10 proc. daugiau), nei... [toliau žr. visą tekstą] / Aim – to analyze the approach to the functions of teachers and social pedagogues and to carry out the comparative analysis. The study included 198 respondents: 59 social pedagogues and 139 teachers. The study was carried out in Telsiai district. The approach of teachers and social pedagogues to the functions of social pedagogue was investigated by questionnaires (questionnaires made by Andriuskeviciene (2005)). Hypothesis: it is likely that teachers are less favourable of the social pedagogues functions than social pedagogues themselves. The study found that teachers assess the functions of social pedagogue positively, however, 40,83 percent of social pedagogue‘s functions were assessed as not very essential or insignificant. It was noted that social pedagogues assess their own functions positively, but there was a fair part of neutral and negative evaluations. After the analysis of selected variable – work in training classes – it was found that teachers are positive with the function of social pedagogue – individual work with a student, and the collaboration with institutions and work with teachers, school administration evaluate adversely. It was found that, regardless of seniority, teachers and social pedagogues assess working functions with teachers, school administration and co-operation with institutions. It also revealed that teachers work with teachers and school administration is more important (10 percent more) that the co-operation with the authorities... [to full text]

Darbe atlikta socialinio pedagogo bendradarbiavimo ypatumų gimnazijoje analizė: pedagogų ir tėvų požiūrio aspektu. Literatūros apžvalgoje nagrinėjama socialinio pedagogo bendradarbiavimo samprata, ypatumai, problemos bei socialinio pedagogo kompetencijos sprendžiant socioedukacines problemas. Tyrime dalyvavo 176 pedagogai ir 15 mokinių tėvų. Anketinės apklausos metodu ir pusiau struktūruoto interviu metodu buvo atliktas tyrimas, kurio tikslas - atskleisti socialinio pedagogo ir gimnazijos bendruomenės bendradarbiavimo ypatumus sprendžiant mokinių socioedukacines problemas. Uždaviniai: išanalizuoti tėvų, pedagogų bei socialinių pedagogų požiūrį į bendradarbiavimą bei jo galimybes gimnazijoje, nustatyti bendradarbiavimo plėtotę skatinančius bei trukdančius veiksnius, atskleisti tinkamiausias bendradarbiavimo formas sprendžiant mokinių socioedukacines problemas, sukurti bendradarbiavimo modelį socioedukacinių problemų sprendimui. Darbe keliama hipotezė: tikėtina, kad socialinio pedagogo bendradarbiavimas su ugdymo institucijos bendruomene yra viena iš svarbių jo veiklos krypčių, pasitvirtino. Atlikta kokybinė ir statistinė duomenų analizė. Keletas pagrindinių išvadų: 1.Bendradarbiavimas būtinas ir reikšmingas sprendžiant patyčių, motyvacijos, mokyklos nelankymo, elgesio, mokytojų ir mokinių tarpusavio bendravimo problemas, remiantis tėvų nuomone. 2.Sėkmingą bendradarbiavimą skatinantys veiksniai išreiškiami kaip savalaikė ir reikalinga informacija, individualios asmeninės... [toliau žr. visą tekstą] / The literature review deals with communication conception of a social pedagogue, peculiarities, problems and competences of a social pedagogue solving socio-educational questions. 176 pedagogues and 15 parents have taken part in the research. The research has been conducted using a questionaire and semi-structured interview method. The aim of this research is to reveal communication peculiarities between a social pedagogue and a school community solving pupils‘ socio-educational problems. Objectives: to make analysis of the attitude of parents, pedagogues and social pedagogues towards the communication and its possibilities at gymnasium, to define factors which stimulate or hinder the development of communication, to identify the most appropriate forms of communication in solving pupils‘ socio-educational problems, to establish a communication pattern for achieving a solution to socio-educational problems. In the sudy the hypothesis: it is likely, that communication of a social pedagogue with a community of an educational institution is one of the most important aspects of his work, has been confirmed. The research methodology has been based on the qualitative and statistical analysis. There are several key findings: 1.According to the parents‘ opinion communication is both essential and significant in solving such problems as bullying, lack of motivation, poor school attendance, bad behaviour, communication problems between teachers and pupils, 2.Factors, which... [to full text]