Klasės auklėtojo ir vaikų globos namų socialinio pedagogo bendradarbiavimas
| Author(s) | |
|---|---|
Kaušylienė, Angelė | Lietuvos edukologijos universitetas |
Austynienė, Daiva | Pagėgių vaikų globos namai |
| Date Issued |
|---|
2015 |
Šiame straipsnyje mokslinės literatūros ir empirinio tyrimo pagrindu siekiama glaustai pateikti vaikų globos namų (toliau – VGN) socialinio pedagogo ir mokyklos klasės auklėtojo kaip socialinio ugdymo agentų veiklos teorinius aspektus, aptarti klasės auklėtojo ir VGN dirbančio socialinio pedagogo bendradarbiavimą, siekiant pozityviosios vaikų socializacijos. Straipsnio aktualumą nusako paskutinį dešimtmetį skiriamas dėmesys vaikų, gyvenančių VGN, ugdymo, globos ir rengimo savarankiškam gyvenimui problemoms spręsti. Teorinėje straipsnio dalyje autorės pateikia VGN socialinio pedagogo ir klasės auklėtojo kaip pozityviosios vaikų socializacijos agentų veiklos charakteristikas. Antroje straipsnio dalyje pateikiamas empirinis tyrimas ir jo rezultatai. Autorės, atlikdamos tyrimą, taikė statistinės, dokumentų literatūros analizės, apklausos raštu, naudojant klausimyną, ir kitas duomenų rinkimo metodikas. Straipsnyje keliamas probleminis klausimas: kokiomis charakteristikomis pasižymi VGN socialinio pedagogo ir mokyklos klasės auklėtojo bendradarbiavimas, siekiant VGN vaikų pozityviosios socializacijos. Pateikti empirinio tyrimo rezultatai padėjo rasti atsakymą į keliamus klausimus. Mokslinės literatūros analizės pagrindu sukurtas teorinis VGN socialinio pedagogo ir mokyklos klasės vadovo bendradarbiavimo siekio teorinis modelis gali būti naudojamas ateityje atliekant platesnius tyrimus. Straipsnyje, remiantis empiriniais duomenimis, atskleista, kad siekdami VGN globotinių pozityviosios socializacijos pasirinktoje veikloje, socialiniai pedagogai ir klasės auklėtojas turi aptarti bendrus rezultatus, mokymosi pasiekimus, ugdytinių elgesio korekcijos, adaptacijos mokykloje klausimus. Tyrimas atskleidė, kad šios srities profesionalai sutaria dėl profesinio bendradarbiavimo siekiant išsiaiškinti vaiko poreikius, tobulinti bendradarbiavimo įgūdžius, formas, būdus, daryti įtaką ugdymui, nusikaltimų prevencijai, mokymosi pasiekimų gerinimui.
In recent decades, a great attention is paid to children who live in the child care homes for their positive socialization. The major institution of socialization is still a family, which serves the community of child care homes – experts, family and school. These two institutes create a positive socio-educational environment in which reveals the child’s self-expression and social accumulation of experience. When partnering the child care homes and schools focus on the child`s positive socio-educational environment, organize educational, recreational, cultural and artistic activities. When the child grows up and grows his needs, it creates a better and wider self-expression and spaces for accumulation a social experience. The agent’s mission of child’s positive socialization in the Child Care Home has a social pedagogue, while at school this mission goes to a class tutors. The class tutor has to make a positive impact on each student and on the class as a social group, take care of a good psychological atmosphere, encourage cooperation, social and emotional development and the constructive response to the solution of problems. So, nowadays class tutors must realize that the changing economic and social situation is changing the role of a class tutor. Since 1991, the Lithuanian institution of higher education began to prepare the social pedagogues, and since 1995, gradually started practices of social pedagogues in the area of education. The social pedagogue is an expert of educational, psychological, and social work. The result of their activities is creating a normal living and learning conditions for social, cultural and academic environment. Moreover, the rules regulating the sub-statutory acts provide for schoolaged children who live in Child Care homes integration into common schools. Consequentially, children from Child Care homes spend a half-day at school, where they are taught and educated together with other children. The teachers and class tutors ensure their safety, provide them education, ensure participation in the extracurricular activities as positive agents of socialization. So, the objective of the study is to reveal the co-operation between the class tutor and the social pedagogue of the child care home in order to achieve the positive socialization of a child. The object of a research is co-operation between the class tutor and the social pedagogue of the child care home. Tasks of the study: 1. Theoretically grounded characteristics of a social pedagogue and school class tutors as an agents of social education activities. 2. Theoretically grounded the social and psychological characteristics of the children from the Child Care homes as children of a risk group. 3. Empirically reveal co-operation between the class tutor and a social pedagogue from the child care home in order to achieve the positive socialization of children. Methods of the study: 1. Data analysis. 2. Data collection – scientific and other (statistical documents) analysis of the literature, a survey using questionnaires. The results of the study have showed, that in order to achieve the positive socialization of children from Child Care homes social pedagogues and class tutors at school try to co-operate, to get the overall results of the work, learning outcomes, the alumnus of behavioural adjustment, and discussion about adaptation at school. There is a good agreement for professional collaboration in order better knows the child’s needs, improve skills, forms and ways of co-operating. The co-operation has a significant impact on education, crime prevention, improving achievement. Social pedagogues and class tutors agree on child educating problems, discuss the ways and forms how to solve these problems. Studies have shown that social pedagogues of Child Care homes miss at school the competence of class tutors for deeper awareness of a child, a closer communication with him, positive behaviour training, and stimulating of motivation to learn. School class tutors miss working completeness, sincerity, coherent and concrete actions, confidentiality, and cooperation competencies.