Konstrukcinio intelekto, motorinio išsivystymo bei brandumo mokyklai sąsajos septintaisiais vaiko gyvenimo metais

LTStraipsnyje analizuojami vaikų brandumo mokyklai, konstrukcinio intelekto bei motorinio išsivystymo ypatumai septintaisiais gyvenimo metais. Tyrimo tikslas - ištirti vaikų konstrukcinio intelekto, smulkiosios motorikos išsivystymo bei brandumo mokyklai sąsajas septintaisiais vaiko gyvenimo metais. Tyrime dalyvavo 100 vaikų iš penkių Kauno miesto vaikų darželių, kuriuose remiamasi skirtingomis ugdymo programomis: menų, humanitarine, rašytinės kalbos mokymo, sveikatingumo bei vėrinėlio. Vaikų intelektiniams gebėjimams vertinti buvo naudotas„Raveno spalvotų progresuojančių matricų“ testas, smulkiosios motorikos įvertinimui - vizualinis-motorinis Benderio-Geštalto testas, subrendimas mokyklai buvo nustatomas pagal kontrolinio piešinio stebėjimo metodiką, sudarytą T. Krogho (1978). Rezultatų analizė atskleidė, kad daugumos vaikų subrendimo mokyklai lygis puikus, labai geras ir geras. Brandumas mokyklai, smulkiosios motorikos išlavėjimas bei konstrukcinis intelektas yra susiję tarpusavyje. Vaiko konstrukcinis intelektas, smulkiosios motorikos išsivystymas bei brandumas mokyklai septintaisiais gyvenimo metais nepriklauso nuo lyties ir vaiko darželio ugdymo turinio. Nustatyta, kad kuo aukštesnį išsilavinimą turi tėvai, tuo aukštesnis vaiko konstrukcinis intelektas, tačiau motoriniam vaikų vystimuisi tėvų išsilavinimas įtakos nedaro. Vaikų brandumas mokyklai priklauso nuo motinos išsilavinimo: kuo aukštesnį išsilavinimą turi vaiko mama, tuo jo brandumas mokyklai geresnis.Reikšminiai žodžiai: Vaiko subrendimas mokyklai; Motorinis išsivystymas; Konstrukcinis intelektas; Children maturity for school; Motor development; Constructive intelligence.

ENIf the first former cornes to school and he is not ready for it, sometimes it is difficult to overcome the educational programme later, he lags behind, he has got a lot of gaps in his éducation. The aim of the research was to investigate connection of children who are 7 years old their constructive intelligence, the development of fine motor and maturity for school and to détermine if the constructive intelligence, the development of fine motor and maturity for school dépend on to sex, the content of nursery school éducation, parents' intelligence. The research was made using "Coloured Progressive matrices" by Raven, "Visual motor Bender—Gestalt Test" and methods of Controlled Drawing Observation by T. Krogh. We hâve chosen 5 nursery school which are working according to différent educational content in Kaunas. There methodics were adapted to 100 of children. Each children was testing individuality. The research revealed that the development of fine motor is good for their âge. The sixth year children collect on average 17,65 rightanswers from "Coloured Progressive matrices" by Raven. Boys as well as girls fulfil best "Coloured Progressive matrices" by Raven, the tasks of part "A" which require ability to complète continuous picture. The task "B" is the most difficult for children to solve, where hâve to State the likeness of patterns. These data coïncide with data publicated by G. Gintiliene and D. Butkiene (2005) in Lithuania.Corrélation between "Coloured Progressive matrices" by Raven and Visual motor Bender—Gestalt methodics is r = 0,555, according to statisti es is important (p <0,001). The préparation of children attending nursery schools is good (34 %), very good (26 %) and brilliant (23 %), however the préparation of 4 % seven-year-old children is low. According to statistics, corrélation between the maturity for school and the development of fine motor and constructive intelligence is important (r = 0,414, r = 0,450; p <0,001). These results coïncide with data of foreign authors and that corrélation between motor and cognitive achievements, further they are varying very much (r = 0,00; r = 0,60) The research revealed that constructive intelligence, the development of fine motor and maturity for school of seven-year-old children do not dépend on to their sex or the educational content of the nursery school. The constructive intelligence and maturity for school dépend on mother's or father's éducation. The higher éducation of parents make great influence on higher constructive intelligence and maturity for school of their children. However the éducation does not have any influence to the development of fine motor. [From the publication]