Vaikų savaiminio mokymo(si) namų aplinkoje reikšmingumo diskursas

LTStraipsnyje vaikų savaiminis mokymas(is) namų aplinkoje reprezentuojamas per tėvų kaip suaugusiųjų patirties koncepcijas. Vaikai namų aplinkoje turi tinkamas sąlygas savaiminio mokymo (si) plėtotei, nes savo nuožiūra gali panaudoti namų aplinką bei laisvai sąveikauti su suaugusiaisiais ir bendraamžiais. Tačiau suaugusieji yra labiau linkę vertinti vaikų mokymą(si) mokyklinėje, formalioje aplinkoje, kai jis vyksta vadovaujant pedagogams. Vaiko mokymosi patirtis yra suvokiama kaip nepakankamai reikšminga žmogaus mokymosi raidai. Suaugusieji ypač dažnai atmeta sampratą: "Vaikai kompetentingi patys vadovauti savo mokymuisi." Kokybinio tyrimo pagrindu nustatomos tėvų kaip suaugusiųjų koncepcijos vaikų savaiminio mokymo(si) namų aplinkoje atžvilgiu. Tyrimas atskleidė, jog tėvai vaikų savaiminio mokymosi namų aplinkoje nevertina kaip vaikui reikšmingo ir todėl jam siūlo formalų mokymąsi pagal mokyklines užduotis. Tokiu būdu tėvai bando išeliminuoti vaikų savaiminiam mokymuisi palankias sąlygas namų aplinkoje. Išryškinama, jog siekiant plėtoti vaikų savaiminį mokymą(si) reikia, kad suaugusieji suvoktų šį procesą kaip vaikams reikšmingą ir nevertintų jo pagal formalaus, mokyklinio mokymo(si) požymius. [Iš leidinio]Reikšminiai žodžiai: Vaikų savaiminis mokymas(is); Suaugusiųjų patirties koncepcijos; Diskursas; Content analizė; Vaikų savaiminis mokymas(is); Content analizė.; Self-learning / teaching of the children; Concepts of the adults experience; Discourse; Content analysis.

ENIn the article the self-learning / teaching of the children in a home setting is represented through concepts of the parents like adult experience. Children have adequate conditions for self-learning in a home setting, because they can employ the home setting and communicate freely with the adults and peers. However the adults tend to prefer learning / teaching of the children in a school setting as a formal one when it is going on under teachers' guidance. Learning experience of a child is understood as insufficiently significant for a person's learning development. Adults often reject the concept: "children are competent to manage their learning". Basing on a qualitative research, in the article the parental concepts towards the children self-learning / teaching in a home setting, as those of the adults, are found. The research disclosed that the parents do not think the self-learning of the children in a home setting to be meaningful for the child, suggesting the formal learning according to the school tasks. This is the way for the parents to eliminate the learning-favourable conditions from the home setting. It is disclosed that in order to develop self-learning / teaching of the children it is necessary for the adults to understand this process as significant for the children without assessing it in accordance with the formal school learning/ teaching signs. The research disclosed that the parents understand learning of the children in the adult culture and in the context of previously acquired school learning experience, when the learning was going on under teacher's guidance, performing in the given task system. Main source of such learning is a book and not learning from the setting. Parents can understand neither the uniqueness of the children learning culture (investigation, experimenting, spontaneous learning situations etc.) nor its dissimilarity from the adults' one.For summer holidays the children are suggested the learning / teaching models in the home setting, where the parents have a chance to observe and control as well as to participate directly in the learning process. The research led to description of the self-learning discourse of the children in the context of concepts of their parents as adults. Trying to assist the child to learn, the parents little try to involve the child or relate children learning participation with their own participation or apply the inducement-punishment system and control. Parents orient towards necessity of their assistance for the children as well as the direct assistance forms. Therefore they do not distinguish importance of parental consultation or advice, understanding activity of the child in selecting the forms, contents, sources as an obstacle for learning instead, however in categorizing the impediments for children learning, the parents distinguish the following sensual context: "lack of sensible learning skills". Parents understand the child's favourite activities like mental activities. Activity is not related with learning in the setting at home which is best available for the children. Parents notice and distinguish children learning ways in a home setting. Most often they stress the free learning and learning-from-experience ways (learning by acting, learning by observing), but fail to distinguish one of the basic learning method - investigation and experimentation. [From the publication]