Bešeimių vaikų socialinių-pedagoginių situacijų globos namuose tyrimas

LTPasitelkus socialines pedagogines situacijas, nagrinėjami bešeimių vaikų ugdymo globos institucijose ypatumai. Pagrindinis dėmesys kreipiamas globos namų pedagogų ir institucijos darbuotojų daromam poveikiui vaikų bendravimui. Pateikiami stebėjimo rezultatai, kurie atskleidžia, kokią vietą užima bešeimiai vaikai globos institucijose ir kaip nuo jų priklauso globos namų atmosfera. [Iš leidinio]Reikšminiai žodžiai: Bešeimiai vaikai; Vaikų globos namai; Socialinės pedagoginės situacijos; Children in the guardianship institutions; Guardianship institution; Social-pedagogical situations.

ENThe present education of the children in the guardianship institutions is not optimal as compared with the education in the tutor family. The children are not inclined to debate with the personnel on their relations with the tutors and mates, they are afraid to disclose their feelings to the adults, they try to hide the reasons for their fear and agitation. A vivid absence of confidence in the tutors and mates has a negative influence on the culture, communication in the guardianship institution, gives rise to a lot of disputed situations. We concluded that the emotional atmosphere of the guardianship institution makes the communication of the tutors and wards quite difficult. Due to this the effectiveness of the education in the institution decreases. It is characteristic for the teachers to be psychological tired of the absence of the self-confidence, frequent arguments, discord, revenge, fighting. The teachers are more often forced to regulate the relations of the children on the grounds of the co-operation and creative communication. The lack of the pedagogic and psychological knowledge among the personnel in the above institutions and incorrect ways of settling disputes create in the child's mind and subconsciousness the false model of the communication with people. Lacking such a model, the children without a family are not able to communicate and co-operate creatively with the other children of the same age. They are also not able to estimate objectively themselves and other people. It is evident that the children without a family as compared with the children educated in the tutor family are more aggressive, they often use force and violence against their mates. Some of them are ready to accept obediently the tutor's influence on them, others attempt to resist the autocratic and strict style of education, they feel offended by the mode of life in their former family. [From the publication]