The main purpose of this thesis is to identify the status of the students aged 9 to10 within the classroom environment, who are ascribed to the demonstrative character accentuation. The first part of this work is dedicated to the analysis of A.Ličko (1983), K.Leonhard (1989), V.Justickis (1993), V.Kaziukėnaitė (1995), I.Petrauskienė (1999) articles, that deal with the features of demonstrative accentuations, the motives of behavior and the possibilities of diagnosis. The second part of the thesis is dedicated to the theoretical aspects of characteristics of group and the importance of the child’s relationships in it. Also indicated are the relationships of the demonstrative children with both the official group ( class ) and the informal one ( chosen friends ). In the third part of this work a research of the primary school students in Kaunas is presented. The hypothesis that the children of demonstrative behavior, experience social difficulties was confirmed. Trying to gain the attention of others they become boring and not interesting to their peers therefore their status in the class is very low. It is recommended for teachers to cooperate with parents and help them to understand the features of the child with demonstrative character and attempt to correct them.

The individual like a personality grows and ripens only in a society. The whole social environment has an influence on a person‘s socialization. Socialization takes place rapidly, especially in the primary school age. The primary school age is a propitious time to develop sociality, because primary school students are interested in the activities rather than in the results of these activities. In practical activities the child acquires not only individual experience but social experience too. The after-school education is important for development of children‘s competences, civic development, social problems solving and development of children‘s skills and talents. The aim of my diploma thesis was to disclose the importance of after-school education for primary school students’ positive socialization. During the research theoretical (study of pedagogical, psychological, methodical literature, analysis of the laws and documents), empirical (pedagogues’ and parents’ testing, children’s written works), statistical (amending statistic data) methods were used. The research findings disclosed the positive standpoint of primary school community to after-school education and it was recognized as necessary for primary school students. An exclusive role in the process of education, while developing an all-round educated personality and developing a person’s qualities, social, communicative skills is occupied by after-school education. During the research it was determined that... [to full text]

Mažųjų meninė saviraiška – įvairialypis ir gana paslaptingas procesas. Čia susipina vaiko stebėjimai, jutimai, mėgdžiojimai bei kartojami veiksmai ir jo AŠ. Vaiko kultūros supratimas nulemia požiūrį į jo meninį ugdymą. Augdami meninėje aplinkoje, vaikai kaupia savo individualią patirtį ir perteikia ją įvairiomis meno formomis: kalbėdami, muzikuodami, šokdami, piešdami. Kartu jie pastebi bei pajaučia regimuosius simbolius, muzikos, poezijos ritmą.Vaizduodamas pasaką piešinyje, vaikas, nevaržomas kitų dėmesio ir nuomonės, gali laisviau fantazuoti, labiau pasinerti į apmąstymus, todėl kūrybiškiau mąsto ir originaliau bei įdomiau kuria įvairias idėjas. Tačiau kiekvienas mokinys, derindamas intuityvųjį ir s��mojingąjį pasakos suvokimą, turi įgyti tam tikrą kiekį teorinių žinių, būtinų saviraiškos motyvacijai tenkinti, pasakai piešti. Pradinių klasių mokinių gyvenimiška patirtis nedidelė, o teorinės žinios apie pasakos struktūrą, personažus, konfliktų sprendimo būdus ir kt. negausios. / Artistic self – expression of children – miscellaneous and quite mysterious process. There the observation, senses, imitations, repeating actions and also ego of the child intertwine. The child’s understanding of the culture determines the attitude towards his artistic training. Growing in artistic atmosphere, children store their individual experience and convey it in different forms of art: talking, making music, dancing, painting. Together they notice and feel visual signs, music and the rhythm of poetry.Fairy tale is the base of growing individual, the best way to prepare for life and work. When children read and tell fairy tales, they save our childhood world , which sometimes is forgotten. Painting a fairy tale, a child without others help, attention or opinion, can more easily fantasize and to sunk in contemplation. That’s why he contemplates more creatively and create ideas more originally and interestingly. However, each pupil, coordinating intuitive and ingenious understanding of fairy tale, have to acquire an amount of theoretic knowledge that is essential for self-expression and to paint a fairy tale. The true-life experience of primary school pupils is not big whereas theoretic knowledge of fairy tale structure, characters, ways to deal with conflicts and others is also not large.

Rašto reikšmė žmogui nekelia jokių abejonių. Rašto paminklai kuria istoriją ir perduoda ją ateities kartoms. Tik rašytiniai šaltiniai pajėgūs patvirtinti mūsų spėjimų apie praeitį pagrįstumą, jie rodo kelią, kurį nuėjo atskiros žmonių kartos ir visa žmonija įvairiose kultūros srityse. Raštas perėjo kelias raidos pakopas – piktografinę (piešininę), ideografinę (sąvokinę), skiemeninę ir raidinę. Pirmoji pakopa –piktograma – reiškia tam tikrą sugrupuotą, susistemintą piešinių vaizdą, kuriuo pasakoma, arba tiksliau – išreiškiamas koks nors įvykis. Mokant rašto pradinių klasių mokinius, ši rašto raidos pakopa yra labai svarbi – piešti pradinių klasių mokiniai ir gali, ir nori, todėl esama nemažai metodinių knygų, skirtų šio amžiaus vaikams, kuriose kiekviena abėcėlės raidė yra dailiai nupiešta, jai skirtas eilėraštis, ją dažniausiai siekiama asocijuoti su kokiu nors pradinukui gerai žinomu daiktu. Tai rodo, kad piktogramos pažinimas yra neprilygstama pradinių klasių mokinių raštingumą skatinanti priemonė. Tyrimo tikslas - atskleisti piktogramos pažinimo įtaką pradinių klasių mokinių raštingumui. Tyrimo objektas – pradinių klasių mokinių raštingumas. Tyrimo hipotezė – pradinių klasių mokiniai geriau įsisavina raštą, mokant jo drauge su vaizdu. Tyrimo uždaviniai: apžvelgti menotyrinę, pedagoginę, psichologinę literatūrą pasirinkta tema; pateikti bendriausius rašto sistemų raidos istorinius apmatus; apibūdinti pradinių klasių mokinių vizualinės raiškos ir mąstymo ypatumus... [toliau žr. visą tekstą] / The meaning of script does not have any doubts to a human. The records of writing create the history and give it to future generations. Only the written records are able to prove the validity of our guess about the future, they show the way which different generations and all humanity in different spheres of culture went. Script passed several parts of development- pictographic and ideographic, syllabic and literal. First part- pictography means assorted and structured image of the picture by which some event is expressed. Teaching writing the lower class students this part is very important- they want to draw and are able to do it, so there are a lot of methodological books designated to the children of this age. In these books every letter of the alphabet is smartly drawn, poems are assigned to each letter, often it is tried to associate it with some thing well known to infants. It shows that the knowledge of the pictography is incomparable means which stimulates children to write. The aim of the research: to reveal the influence of the knowledge of the pictography to the literacy of the lower class students. The object of the research: the literacy of the lower classes. The hypothesis of the research: the children of the lower class master writing better when it is taught together with the visuals. The aims of the research: to overlook the artistic, pedagogical, psychological literature of the chosen theme, to give the most general drafts of the systems of the script... [to full text]