Raudeliūnaitė, Rita

Straipsnio tikslas – atskleisti veiksnius, sąlygojančius veiksmingą pradedančiųjų profesinę veiklą socialinių darbuotojų adaptaciją joje, remiantis jų patirtimi. Pasirinktas kokybinis tyrimo tipas. Tyrimo duomenys rinkti taikant pusiau struktūruotą interviu metodą. Gauti tyrimo duomenys analizuoti taikant kokybinę turinio analizę. Tyrime dalyvavo 11 pradedančiųjų profesinę veiklą socialinių darbuotojų, dirbančių socialinių paslaugų centruose įvairiose Lietuvos savivaldybėse. Tyrimu atskleista, kad veiksniai, sąlygojantys sėkmingą pradedančiųjų profesinę veiklą socialinių darbuotojų adaptaciją joje yra jų profesinis pasirengimas, organizacinė parama, vidinė motyvacija įsitraukti į profesinę veiklą. Tyrimo rezultatai rodo, kad socialinio darbuotojo teorinis ir praktinis pasirengimas, profesinių kompetencijų tobulinimas yra svarbūs profesinio pasirengimo veiksniai, sustiprinantys darbuotojo pasitikėjimą savo jėgomis, padidinantys darbinės veiklos vertę ir veiksmingumą, sukuriantys platesnes perspektyvas karjerai. Išryškėjo, kad pradedantiems profesinę veikla socialiniams darbuotojams stinga praktinių žinių, todėl jiems svarbu, kad organizacijoje būtų skiriamas dėmesys jų mokymams, grįžtamojo ryšio teikimui, refleksijoms, kurios padėtų dalintis praktine patirtimi, būtų kompetencijų tobulinimo ir prevencine priemone profesiniam perdegimui. Bendradarbių bei vadovo palaikymas, aiškiai apibrėžtos funkcijos ir atsakomybės, reikiamos darbui priemonės ir tinkamai įrengta darbo vieta, sudarytos galimybės profesinei savirealizacijai taip pat sąlygoja veiksmingą pradedančiojo profesinę veiklą socialinio darbuotojo adaptaciją joje. Svarbią reikšmę, pradedančiajam profesinę veiklą turi mentoriaus palydėjimas. Mentorius padeda geriau suprasti praktinius darbo aspektus, padeda spręsti sudėtingas situacijas, reflektuoti patirtį, lengviau įsitraukti į profesinę veiklą. Tyrimo rezultatai rodo, kad paties darbuotojo noras dirbti, polinkis ieškoti naujovių, imtis naujų iššūkių ir polinkis mokytis, tobulėti yra svarbūs vidinės motyvacijos komponentai, turintys įtakos pradedančiojo specialisto profesinei adaptacijai. Vidinė motyvacija teigiamai veikia pradedančio profesinę veiklą darbuotojo adaptaciją, nes jie yra motyvuoti iš vidaus, greitai įsitraukia į veiklą, linkę ieškoti naujovių, nebijo iššūkių, nori mokytis, tobulėti.

The aim of the article is to draw on the experiences of teachers working with Roma children to shed light on the role of cooperation in guaranteeing the right to education for Roma children. Data was collected through semi-structured interviews. Qualitative content analysis was performed in accordance with the inductive logic of categorization based on the research data. The findings revealed positive and negative aspects of parents' cooperation with the school in ensuring Roma children's right to education.

Objectives* The aim of the research is to reveal the realities of the development of children’s independent living skills in day care centres based on the experiences of social workers. Materials and Methods Qualitative research was chosen for the study by using the method of semi-structured interview. 9 employees, who work in children’s day care centres in different Lithuanian regions, participated in the study. The obtained data were analysed by using the content analysis method. Results Social workers prepare children for independent living by developing their communication and cooperation’s skills. They teach children how to make contact, have a polite conversation, show empathy, respect the rights of others, resolve conflicts and problems constructively and resist social pressure. When developing cooperation skills, social workers focus on listening to other’s opinions, tolerance for different opinions, taking responsibility for a common goal, making decisions by consensus, providing support and asking for help. Social workers develop skills of planning and organizing activities teaching children to set real goals, plan activities, responsibly perform them and not give up in the face of difficulties. Social workers developing children self-awareness, self-control and self-confidence skills teach them to recognize their feelings and be able to express them appropriately, to know their strengths and build on them, to be responsible and dutiful, resistance to the negative influence of others, and how to calm down properly, to make their own decisions, to achieve the set goals, and to overcome the arising difficulties. Children also develop health-friendly skills: physical activity, emotional health, prevention of risky behavior and personal hygiene skills. Conclusions The study revealed that in preparing children in children’s day care centres for independent life, social workers develop their social skills such as communication, cooperation, planning and organizing activities. Social workers also develop children’s personal skills: self-awareness, self-confidence, self-control. They also develop health-friendly skills for children.

Švietimui tenka itin reikšmingas vaidmuo kuriant solidarią visuomenę, kuri nuolat mokosi ir sugeba prisitaikyti prie kintančių aplinkybių, sprendžia sudėtingas problemas. Nors edukologijos moksle švietimo sąvoką mokslininkai apibrėžia kaip žmogaus ir visuomenės tobulėjimo galių plėtrą mokslo žinių ir ugdomosios patirties pagrindu (Bitinas, 2011), ši sąvoka savo turiniu aprėpia tam tikrus aspektus, susijusius su auklėjimu, mokymu, mokymusi, lavinimu ir t. t. Detalizuojant kertinės sąvokos komponentus galima atkreipti dėmesį į konkrečias ugdymo socialines prielaidas: ugdymo lygybę, socialinį teisingumą, švietimo prieinamumą, ugdymo kokybę ir pan. (Biesta, 2010; Bitinas, 2013), be kurių švietime sunku tikėtis sėkmės. Neretai šie klausimai susiejami su švietimo pagalbos esme ir prasme (Armstrong & Ainscow, 2018; Niemi & Laaksonen, 2020). Šiuolaikinio pasaulio transformacijos ir jas lydinčios socialinės problemos tiesiogiai veikia švietimą kaip sistemą, taip pat asmenis, kurie mokosi, pedagogus, kitus švietimo sistemos dalyvius.

The aim of the study is to reveal the importance of the realisation of the right of the child to participate in children’s day care centres based on the experience of social pedagogues and social workers. Qualitative research was chosen for the study by using the method of semi- structured interview. 11 employees, who work in children’s day care centres in different Lithuanian regions, participated in the study. The study revealed the importance of the implementation of the right of the child to participate to the child, employees, the quality of provided socio-educational services and the continuity of the implementation of this right when cooperating with the family of the child successfully. The importance to the child should be associated with the strengthening of his/her dignity, self- esteem, self-confidence, the ensuring of his better well-being and emotional security; the self- realisation of the child, his/her problem solving, communication, cooperation, activity planning and organizational skills improve, the child develops responsibility and autonomy when taking and realising decisions. The importance to employees should be associated with the better knowledge of the child and understanding of his/her situation, satisfaction of his/her needs, the formation of the relationship with the child based on cooperation. The importance to the quality of provided services should be associated with activities, which meet the needs of the child, the guarantee of a favourable socio-educational environment in children’s day care centres, the opportunity for the child to influence the planning and organization of activities in children’s day care centres. The cooperation with the family of the child guarantees the continuity of the implementation of the right of the child to participate, because parents understand the importance of this right to the well-being of the child and create possibilities for its implementation.

A child's motivation to learn is one of the most important factors in planning, organising, implementing, and achieving the child's learning outcomes. The aim of this article is to reveal the motivation of Roma children to learn, based on the experience of educators working with Roma children. The type of qualitative research was chosen for the study, the research was collected using a semi-structured interview method, and the content analysis method was used to analyse the data. The research was carried out in accordance with the principles of research ethics: confidentiality, anonymity, and voluntary participation in the research. The research question: how do teachers motivate Roma children to learn? The study involved 21 teachers with experience of teaching Roma children. The study identified that the motivation of a Roma child to learn is influenced on the one hand by the teacher's efforts to create an educational environment that motivates the child and meets the individual needs of Roma children, and on the other hand by the efforts of teachers to involve parents in the child's educational process by encouraging and assisting parents to create a learning-friendly environment at home. The study reveals that when creating a motivating educational environment in the classroom, it is important for the teacher to accept the child as they are, to create a warm, respectful, equal relationship with the child, to interest the child, to use various incentives to emphasize the child's success, to differentiate and personalize activities, and to respond to the child's individual needs. When working with Roma children, it is important to do as many tasks as possible in the classroom, to enable them to do their homework at school and to use other pupils in the classroom to help motivate Roma children to learn and to overcome learning difficulties. The results of the study show that teachers' efforts to involve parents in their child's education by encouraging and helping parents to create a learning environment at home is important to help Roma children to understand the meaning of learning, to show the benefits of learning now and in the child's future perspective. The study reveals that cooperation between parents and teachers, a shared approach to the child's learning, and a common understanding of what is required of the child are important for the child's motivation.

The objective of the study is to reveal the realities of the realisation of the children’s right of participation in the community children’s care home based on children’s experience. For the study, qualitative study was chosen while using a semi-structured interview method. Eight children living in the community children’s care homes (henceforth referred as CCCH), which are located in different sites in Lithuania, participated in the study. The study revealed the realization expression of the child’s right of participation and difficulties in realising it at CCCH. The realization expression of the children’s right of participation at CCCH should be attributed to the respect of employees for the right of the child of participation. It is expressed through the openness of employees to the opinion of the child, giving an opportunity for the child to speak out their opinion, and listening to the opinion of the child. Discussion of the child with the adult should take place as well as adhering of the adult to the opinion of the child when taking decisions, and the encouragement and support for the autonomy of children. The child’s right of participation is also realised in everyday situations while allowing the child to manage his personal space according to his needs, involving the child in the leisure planning and organisation. The child should have an opportunity to participate in leisure activities according to their likes and interests, as well as consulting with the child regarding household chores. The study identified that the realisation difficulties of the children’s right of participation at CCCH are attributable to the dominating position of the employee and the child’s lack of trust towards himself and his own opinion. The dominating position of the employee is expressed through the non-listening to the opinion of children, disagreement with the child, the devaluation of the opinion of the child, the lack of adhering to the opinion of the child and the overriding of the opinion of the child. The child’s lack of trust towards himself and his own opinion is linked with the belief of the child that his opinion is insignificant due to negative experiences in the past, the timidity of children to speak out their opinions and the unwillingness or fear of children to worsen their relationships with employees.

While Lithuania has made significant progress in integrating Roma pupils into the education system, real changes are still insufficient and require attention to the participation of Roma pupils in non-formal education. The aim of this paper is to highlight the opportunities and limitations of Roma pupils' participation in non-formal education. Semi-structured interviews were used to collect qualitative data. The participants in the study included 11 parents of Roma pupils, 8 school social pedagogues, and 3 workers from NGOs. Content analysis was conducted. Roma parents relate the benefits of non-formal education to children's meaningful leisure time, the development of skills necessary for a successful future, and the improvement of health. Parents face problems related to the accessibility and financing of non- formal education for pupils with special needs. Social pedagogues observe the involvement of primary school Roma pupils in events, various sports, or art groups. However, teenagers tend not to participate in non-formal education at school. Teenagers engage in non-formal education outside of school when events or sports activities are financed by sponsors rather than the family budget. Recognition of the contribution of NGOs in supporting and involving Roma pupils in non-formal education is crucial. This support is not only important for the promotion of Roma identity but also for strengthening the motivation of teenagers to attend school classes.