Tėvų įtraukimo į vaikų ugdymą socialinės pedagoginės pagalbos galimybės privačiose ugdymo įstaigose

LTŠio straipsnio tikslas yra atskleisti, kokios tėvų įtraukimo į vaikų ugdymą socialinės pedagoginės galimybės ir kaip užtikrinama socialinė pedagoginė pagalba privačiosiose mokyklose. Kokybinio tyrimo rezultatų analizė parodė, kad privačių mokyklų ugdytiniai susiduria su panašiomis socialinėmis problemomis. Informantai (pedagogai) teigė, kad, padedant mokiniams spręsti šias problemas, labai svarbus specialistų (klasės vadovų, socialinių pedagogų, švietimo pagalbos specialistų ir Vaiko gerovės komisijos narių) bendradarbiavimas ir asmeninės jų savybės. Privačiosiose mokyklose šiek tiek daugiau dėmesio skiriama bendradarbiavimui su tėvais, tačiau akivaizdus specialistų, galinčių suteikti socialinę pedagoginę pagalbą, stygius. Apklausiant tėvus ir pedagogus išsiaiškinti tėvų įsitraukimo į vaikų ugdymą socialiniai pedagoginiai aspektai. Reikšminiai žodžiai: socialinė pedagoginė pagalba, tėvų dalyvavimas, privačios mokyklos. [Iš leidinio]

ENSchools play a great role in socializing children since a child enters a school at a very young age and spends there more than 10 years of his/her life. At schools or kindergartens children not just mature but also face different educational and social problems. In order to ensure successful socialization and personal development, self-directed and effective social pedagogical assistance should be given equal importance to education. In Lithuania and other foreign countries, social pedagogical assistance is defined by different documents such as Education Laws or recommendations; however, in literature there is a lack of scientific researches that focus on practical implementation of social pedagogical assistance, especially in private schools that are rarely mentioned in any kind of researches. In Lithuania and other EU countries teachers, classroom teachers and education specialists (psychologists, social pedagogues, and speech therapists) are main providers of social pedagogical assistance. Also, the review showed that the majority of educational researches focus only on state schools and social institutions where social pedagogical assistance is clearly defined and regulated. There is a lack of objective information concerning social pedagogical assistance in private schools. However, analysis of theoretical material revealed that private schools stand out for attention to natural needs of students and the assistance itself is individualised and provided by education specialists and teacher assistants. The main aim of this article is to reveal possibilities of parents‘involvement in processes of their children education and assurance of social pedagogical assistance in private schools.The main objectives of the written work are: to reveal peculiarities in organisation of social pedagogical assistance by taking into consideration parents‘involvement aspect in European and Lithuanian schools; to analyse peculiarities in organisation of social pedagogical assistance for private school learners by taking into consideration parents‘ involvement aspect. The analysis of the qualitative research showed that private and state school learners face more or less the same social problems. According to respondents (pedagogues), in the process of assisting students with these problems, specialists‘ (classroom teacher, social pedagogues, education support specialists and Child‘s Welfare Commission) collaboration and their personal characteristics are vitally important. It was also noticed that close attention to collaboration between school and parents is paid in private schools; however, at the same time there is a lack of specialists who provide students with social pedagogical assistance in these schools. After parents‘ and pedagogues‘ interviews, aspects of parents‘ involvement in social pedagogical assistance have been revealed: appropriate parents‘ informing (verbally or by electronic means of communication), various and involving forms of social pedagogical assistance (individual or group consultations and etc.); open and regular communication with classroom teachers and other education specialists ensures better parental involvement in education processes and prevention of social pedagogical problems in private schools. Key words: social pedagogical assistance, parents‘involvement, private schools. [From the publication]