Vaikų kultūrinio kapitalo skirtumai urbanizuotose ir neurbanizuotose Lietuvos vietovėse (Remiantis tarptautinio vaikų skaitymo gebėjimų tyrimo PIRLS 2006 m. duomenimis)
LTStraipsnyje aptariamos skaitymo ir kultūrinio kapitalo sampratos. Analizuojami IV klasės mokinių (9-10 m.), lankančių Lietuvos miesto, miestelio ir kaimo mokyklas, šeimos kultūrinio kapitalo viena sudėtinių dalių – namų biblioteka. Kultūrinis kapitalas suprantamas pirmiausia kaip žinios ir gebėjimai, todėl kultūrinio kapitalo indikatoriumi yra pasirenkamas skaitymas, kuris turi įtakos kultūriniams namų ištekliams (knygų skaičius, vaikiškų knygų skaičius, vaiko asmeninės knygos). Mokyklos vietovės veiksnys (miestas, miestelis, kaimas) skaitymo gebėjimams didelės įtakos neturi, kultūrinis kapitalas labiau priklauso nuo ekonominės šeimos situacijos. Tyrime ir straipsnyje remiamasi PIRLS (tarptautinio vaikų skaitymo gebėjimų) 2006 m. tyrimo Lietuvos imties duomenimis. [Iš leidinio]Reikšminiai žodžiai: Kultūrinis kapitalas; Kultūrinis kapitalas, skaitymas, skaitymo gebėjimai; Miesto-kaimo skirtumai; Skaitymas; Skaitymo gebėjimai; Ability of reading; City-country differences; City-country differencies; Cultural capital; Reading.
EN[...] The reading indicators constantly are diminishing. The cultural capital of family is one of the most important factors impacting child's reading abilities and one's scholarly achievements. The analysis using such method provides possibility to show the model of reading by children who attend village, small town or city schools and to pay attention to the index and factors of cultural capital of children that determines model's distribution. The children of village schools have quite poor educational resources at home: low number of books and books for children. They also have less personal books than the children from a small town or city. […] They read "tales" and "novels" as well as "books that describe various things" The children from small town or city schools prefer reading magazines than fiction that they read "daily or almost daily". They also would rather not read newspapers and booklets as well as catalogues. The children from schools of the three types mentioned above spend much time reading the texts displayed on the monitor and many of them read only when it is compulsory. Children's attitudes towards reading are greatly influenced by their parents' approach to reading and common activity with child and in particular that early activity when a child learns to read. The parents of children attending village schools pay bigger attention to children's reading. They more often listen to how their child reads than the parents of children from small town or city schools do as well as talk with child about various things.The data of analyses revealed that the differences of cultural capital of family are determined not by residential area, but by culture: parents' background, number of books at home, attitude to reading and available economic resources. The child's early cultural stage that continues for entire life is very important for evolution of personality. This early cultural recognition reflects universal human values, individual proper cultural process and diversity of cultural forms as well as each child's different cultural experience. Reading as an active form of culture is rather mutable phenomenon of socioculturally determined social classes and their members as well as of readable texts and reading practice that underlines cultural and socioeconomical differences. The children's achievements in and abilities of reading are not momentary, it is the long lasting process that reveals itself through certain environmental factors that first of all are influenced by adults (such as parents and teachers), therefore that interaction is significant to child's social life both in present and in future. On the other hand, these achievements are different because children develop their reading abilities in different contexts - of home and of school - in clearly defined activities (e.g. reading during the lessons) as well as in less defined activities (reading during free time). Nevertheless, children's cultural capital is being impacted not only by home and school, but also by wider environment in which they live and learn. Individual achievements of children in reading are significant for their socialization; they become more able to make further decisions. [From the publication]
- Hodegetika : auklėjimo mokslas / Leonas Jovaiša. Vilnius : Agora, 2003. 319 p.
- Kaimo jaunimo nedarbas ir jo pasekmės / Irena Stanislava Bajorūnienė, Irena Patašienė, Edita Bieliūnaitė, Sandra Stanionytė, Donvina Zaburaitė, Rima Žitkienė. Kaimo raidos kryptys žinių visuomenėje. 2011, 2, p. 46-60.
