Pedagogo socialinės veiklos tobulinimas ugdant pradinių klasių mokinių socialinį atsparumą (programos turinio analizės aspektu)

LTViena socialinių pedagogo veiklų - mokinių socialinio atsparumo ugdymas. Straipsnyje pateikti įvairių mokslininkų požiūriai į atsparumo sampratą ir atskleidžiami 7-11 m. vaikų atsparumą lemiantys apsauginiai ir rizikos veiksniai. Ugdant mokinių socialinį atsparumą pradinėje mokykloje akcentuojama ugdytinių savivertės didinimo, socialinio palaikymo svarba ir išryškinama socialinė pedagogo veikla. Bendrųjų programų (2003), pradinio ugdymo segmentų: dorinio, gimtosios kalbos, matematikos, pasaulio pažinimo, meninio / technologijų, kūno kultūros turinio analizė atskleidė atsparumo raiškos kategorijas (savęs pažinimą, teigiamą savęs vertinimą, gebėjimus bendrauti, bendradarbiauti ir tinkamai spręsti problemas), subkategorijas ir jas patvirtinančius teiginius. [Iš leidinio]Reikšminiai žodžiai: Pedagogo socialinė veikla; Pradinio ugdymo programa; Pradinių klasių mokinių atsparumo ugdymas; Education of primary school pupils' resilience; Primary education program; Primary school pupils' resilience upgrewing; Social activity of pedagogue; Social activity of teacher; The program of primary education.

ENIn a primary school development is understood as a constituent part of culture. Supporting the processes of changes in primary development, satisfying pupils' needs, children encounter different social problems. Facing these problems pupils often experience various emotional, psychological, social difficulties. It is sometimes difficult for them to say what they think, feel, it is difficult for them to solve conflicts successfully, communicate and cooperate, not to accept negatyve phenomena, overcome adaptation difficulties. Resilience is increasingly becoming a popular concept in research and prevention. Because of reduced funding of services for risk group children and families, information on low cost methods for increasing resilience to negative life events is critically necessary. A better understanding of the ways of increasing resilience in all children may improve the effectiveness of preventive community, school, and family. The aim of this research is to reveal the concept of primary school pupils' resilience and it determining risk and protective factors, to analyse the expression of resilience in the content of primary education while emphasising the teacher's social activity. Methods applied: analysis of scientific literature aimed at revealing the concept in resilience, risk and protective factors, and content analysis applied for resilience expression in the content of primary education. The results of the analysis allow drawing a conclusion that the following categories of resilience development in primary education content are distinguished: self-knowledge, self value, communication, co-operation, and taking the right decisions.During the development of primary school pupils' resilience the following types of social activity of the teacher are distinguished: to help pupils understand better and express verbally their feelings and problems which had caused them, to develop an ability to take right decisions related to self-value seeking success and self-respect, to provide social support for children at risk in order to that reduce a lack of self-confidence. [From the publication]