Vaiko ir vaikystės sampratų genezės bruožai ir kontekstualizavimasis pedagogų mąstyme
LTStraipsnyje analizuojama vaiko ir vaikystės sampratų esmė bei atskleidžiami jų kaip socialinių, kultūrinių ir edukacinių fenomenų genezės bruožai. Nagrinėjama vaiko ir vaikų kultūros sampratų ir žmogaus socialinės raidos kultūros problemų sąsajos. Nušviečiamas vaiko ir vaikystės sampratų socialinis-kultūrinis kontekstualizavimasis ir sklaida ugdymo procese. Per ugdymo paradigmos kaitą išryškinama šių sampratų genezė: nuo instituali-zuoto - į „laisvąjį", kuriame vaikas tampa subjektu, konstruojančiu žinias aplinkoje. Suvokiant ugdymą kaip suaugusiųjų ir vaikų socialinės-kultūrinės sąveikos kontekstą, atskleidžiama autoritarinio ir liberalaus ugdymo esmė, prioritetai, vertybės ir sklaidos tendencijos. Formuluojamos išvados dėl postmodernistinių vaiko ir vaikystės sampratų kontekstualizavimosi pedagogų žinojime galimybių. [Iš leidinio]Reikšminiai žodžiai: Kontekstualizavimasis; Pedagogų mąstymas; Vaikas; Vaikas, vaikystė, kontekstualizavimasis, pedagogų mąstymas; Vaikystė; Child; Child, childhood, contextualization, teachers' thinking; Childhood; Contextualization; Teachers' thinking.
ENIn this paper the basis of child's and childhood concepts are shown, and also the features of their social, cultural, and educational phenomena are revealed as well. The links between the concepts of child and childhood's culture and man's social development within the culture are discussed in this article. The contextualization of child's and childhood concepts socio-cultural concepts are revealed in the frame of education. The development of those concepts is stressed as well: from institutional to "independent", in which child becomes a subject, constructing knowledge in the environment. The essentials of authoritarian and liberal education are shown in this research, trying to light their priorities, values and tendencies of further dispersion. The conclusions are formulated about the postmodern concepts' of child and childhood contextualization in teachers' knowledge. The postmodern society destroys old-fashioned socio-cultural stereotypes and gives new priorities to a new thinking. Child and the childhood is the sphere of post modern's knowing. These categories are valuable for today's education and practice, because their social, cultural essentials determine the way of education: authoritarian, or liberal, democratic. New pedagogy goes into the democratic ways of living, involving a particular child as well. The main question is - how children behave themselves in general while being at the certain age that implicates some social, psychological, and cultural knowing of children's world.Within Eastern Europe countries, including Lithuania as well, the liberal education finds hard its place so far. Reasons for that would be social changes that didn't review the attitudes towards children. Thus the former thinking about the child, his education, and relations with the adults still remains as a function of a social control. The postmodern, pedocentric philosophy gives the meaning to the "grownup kids" relations in the education. It helps to formulate a new children education practice. I.e. based on this, some attitudes and convictions have begun to rise up - the convictions that help to make some presumptions of childhood as the socio-cultural phenomena in education. For the traditional thinking of childhood is the par for the course that childhood is relevant to child's achievements in social, and cognitive fields. The boundaries of child's age are grasped as legitimatising his personal abilities' growth, which is determined by the physical and psychological maturity. In such way of thinking the childhood is not a social or cultural value in itself. It rather becomes as a period that is very important for the preparedness to live on in the future, and looses self-depended value at the present moment. The modern interaction "grown-up kids" gives some orientations for the adults to understand children as the grown-up's fulfilled social being, for which the special relations with the environment are necessary. The accent is put in that regard, and the culture of children is interpreted as important category for the society. [...]. [From the publication]
- Discourse on the identity of childhood policy : self-contextualisation of indoctrinated meanings in documents on education / Sergejus Neifachas. Socialiniai mokslai. 2012, Nr. 1 (75), p. 17-29.
- Education from child's perspective: pedagogical approaches and their expression in practice / Ona Monkevičienė. Spring University. Changing education in a changing society. 2011, 1, p. 17-23.
- Ikimokyklinio ir priešmokyklinio ugdymo pedagogų požiūris į vaikų mokymąsi / Ona Monkevičienė. Pedagogika. 2012, 108, p. 71-77.
- Ikimokyklinio ugdymo didaktika / Ona Monkevičienė. Ugdymo paradigmų iššūkiai didaktikai / sudarė ir parengė Ramutė Bruzgelevičienė. Vilnius: Lietuvos edukologijos universiteto leidykla, 2014. P. 427-473.
- Skirtingos kompetencijos pedagogų požiūrio į vaikų ugdymo kokybę takoskyra / Ona Monkevičienė, Vitolda Sofija Glebuvienė, Kristina Stankevičienė. Pasaulis vaikui: ugdymo realijos ir perspektyvos. 2011, d. 4, p. 281-300.
- Vaikystės socialinių kultūrinių prasmių sampratų kontekstuauzavimasis švietimo dokumentuose / Sergejus Neifachas. Pasaulis vaikui: ugdymo realijos ir perspektyvos. 2011, d. 4, p. 96-108.
