Vaiko socialinis-kognityvinis patyrimas šeimoje ir ikimokyklinėje įstaigoje

LTStraipsnyje aptariama šiuolaikinė vaiko socialinio-kognityvinio patyrimo ikimokyklinėje vaikystėje samprata, problemos, lūkesčiai, jų panaudojimo galimybės ugdymo procese. Pateikiami teoriniai vaiko socialinio-kognityvinio patyrimo šeimoje ir ikimokyklinėje įstaigoje vertinimai. Supažindinama su tėvų ir pedagogų požiūriais j vaiko patyrimą. Aptariamas ir įvertinamas vaiko socialinio-kognityvinio patyrimas ikimokyklinėje vaikystėje (šeimoje ir darželyje). Pateikiami rekomendacinio pobūdžio apibendrinimai ir išvados, kaip būtų galima išspręsti šią problemą, ieškant tvirtesnių ryšių su šeima, ją traktuojant kaip ugdymo proceso dalyvę. Siūloma ugdymą grįsti vaikui reikšmingais, prasmingais faktais, procesais, problemomis, kurti individualias programas, atitinkančias vaiko reikmes ir raidos lygį. [Iš leidinio]Reikšminiai žodžiai: Ikimokyklinio amžiaus vaikai; Patirtis; Asmeninė patirtis; Socialinis-kognityvinis patyrimas; Pre-school childhood; Experience; Personal experience; Social-cognitive experience.

ENArticle deals with the concept of social - cognitive experience of contemporary children in their pre-school childhood, as well as experience- related problems, expectations and pedagogical possibilities in the process of children's development. It also presents theoretical assessment of children's social - cognitive experience in families and pre-school institutions. It has been proved that the child's social - cognitive experience and the maturity of his personality are determined by his immediate social environment. In children's accumulation of experience, family is prioritised. Pre-school institutions that regularly co-operate with the family know the children, their families, the environment in which they live, grow, and mature, much better, and thus are able to more successfully adjust to the children's social - cognitive experience in their individualised development. In other words, with the child getting to know the surrounding world and himself in it, the new experience is related to that already existing. In our opinion, each child shapes his own individual style of experience accumulation and his own strategy of world cognition. That's why it is necessary to pay attention to the child's needs, predilection, and to adjust to the child's accumulation of experience. The article reveals the attitude of parents and pedagogues to the child's experience and their adjustment to it. It discusses and assesses the child's accumulation of experience in pre-school childhood (in the family and the kindergarten). [From the publication]