Penkerių-šešerių metų vaikų gerumo ugdymas ikimokyklinio ugdymo institucijoje

LTStraipsnyje teoriškai ir empiriškai išanalizuojama tiriamoji problema: kaip ugdomas penkerių-šešerių metų vaikų gerumas ikimokyklinio ugdymo institucijoje. Tyrimui atlikti buvo pasitelkti šie tyrimo metodai: mokslinės literatūros analizė, dokumentų analizė, struktūrizuotas interviu, kokybinė tyrimo rezultatų analizė. Tyrimo rezultatai atskleidė, kad ikimokyklinio ugdymo institucijoje ugdant penkerių-šešerių metų vaikus gerumą, labai svarbų vaidmenį atlieka pedagogas ir jo rodomas asmeninis pavyzdys. Pedagogas, ugdantis vaikų gerumą, turi mylėti savo darbą ir pasižymėti tokiomis savybėmis: būti empatiškas, nuoširdus, mielas, draugiškas, dėmesingas, jautrus vaikams ir kitiems, kantrus. Vaikų gerumo ugdymas vyksta per svarbiausias vaiko veiklos sritis: žaidybinę ir judėjimo, pažintinę-tiriamąją, komunikacinę, meninę, darbinę ir projektines veiklas. Iš jų efektyviausios yra žaidybinės, pažintinės-tiriamosios ir komunikacinės veiklos. Vaikų gerumo ugdyme pedagogai taiko diskusijos, pokalbio, aiškinimo, žaidimo, pasakojimų kūrimo, eksperimento, bandymo, stebėjimo metodus. Veiksmingiausi vaikų gerumui ugdyti yra pokalbio ir žaidimo metodai, įvairūs skatinimo būdai ir žaislai. Reikšminiai žodžiai: gerumas, ugdymas, ikimokyklinio ugdymo institucija. [Iš leidinio]

ENKindness is a quality of human character that is determined by moral attitudes, feelings, and goodwill. The components of children’s expressions of kindness are empathy or compassion, concern, ability to share, help, storage, and forgiveness. Children’s expression of kindness operates on three levels: cognitive, emotional, and sensual, which are closely interconnected. Jovaiša (2001), Miškinis (2000, 2003), Skujienė and Steponėnienė (2007) wrote about the development of children's kindness in the family. The following documents about the teaching kindness of pre-school children are: Description of achievements of pre-school children (2014), General program of pre-school education (2014). According to Lenartavičienė (2011), every child is kind by nature, but if adults do not promote the kindness of children or do not put enough effort into education, these norms may begin to decline. In the fifth to sixth years of life, the complete independence of children and their intense receptivity to environmental influences determine the most important ways of a child's behaviour, communication and activities. Therefore, this age stage is called the initial stage of taking over the social experience. In curricula, kindness and kind behaviour are not singled out as separate areas of education, but all activities include the development of components of a child’s well-being (empathy or compassion, concern, ability to share, help, storage, and forgiveness). Child kindness education in pre-school education institutions takes place directly in all activities throughout the education process (throughout the day) using a variety of methods (Description of Achievements of Preschool Children, 2014; General Program of Pre-school Education, 2014). [...].The problem of the research. How is kindness taught to five-to-six-year-old children in an institution of preschool education? The object of the research - teaching kindness to five-to-six-year-old children. The aim of the research - to analyse the teaching of kindness to five-to-six-year-old children in an institution of pre-school education. The methods of the research: analysis of academic literature, analysis of documents, structured interview and qualitative analysis of research results. The components of children’s expressions of kindness are empathy or compassion, concern, ability to share, help, storage, and forgiveness. Theoretically, in the pre-school education institution, kindness education takes place every day, during the whole educational process. Performing, artistic (theatre, visual expression, music) activities, museum tours, events for the elderly and lonely people, projects promoting kindness, etc., using a variety of methods (play, animation, discussions, discussions, observation, demonstration, creative work, experiments-experiments, excursions, etc.), children develop an aesthetic sense of the beauty of the world around them, compassion, care for others, learn to share, help the poor, weak and lonely, protect and love nature.The analysis of the scientific literature and the results of the research revealed that the pedagogue and the personal example shown by him play a very important role in the upbringing of five- to six-year-old children in the preschool education institution. An educator who cultivates children for kindness must love his or her work and have the following qualities: be empathetic, sincere, kind, friendly, attentive, and sensitive to children and others, patient. Children's kindness education takes place through the most important areas of the child's activities: play and movement, cognitive-research, communication, artistic, work and project activities. The most effective of these are playful, cognitive-research and communication activities. In the education of children's kindness, educators use methods of discussion, conversation, interpretation, play, storytelling, experiment, testing, and observation. It also uses the means of agreement, encouragement, and various tools available in the preschool. The most effective methods of educating children are conversation and play, various forms of encouragement (praise for positive efforts, good behaviour, and a "smiley calendar") and educational toys. Key words: kindness, teaching, pre-school institution. [From the publication]