Kūdikių namų auklėtinių emocijų raiškos edukacinis aspektas

LTStraipsniu baigiama apibendrinti tyrimus, skirtus kūdikių namų auklėtinių ugdymo problemoms atskleisti. Jame apžvelgiama šių auklėtinių emocijų ir jų raiškos ypatumai amžiaus aspektu. Specifinė institucinė ir edukacinė realybė globos įstaigose sąlygoja ne tik emocinę kūdikių raidą, bet ir ugdymo metodus, formas, turinį. Kūdikių namų auklėtiniai - ypatinga specialiųjų poreikių vaikų grupė, kurios psichosocialinę raidą labiausiai trikdo patiriama emocinė deprivaciją. Tikslingai suorganizuotas edukacinis procesas leistų plėtoti siektinas kūdikių emocijas bet pedagoginėmis priemonėmis veikti neigiamų (edukacine prasme) emocijų raišką. Tyrimo rezultatai rodo, jog ankstyvajame amžiuje gali būti plėtojamos kognityvinių emocijų (susidomėjimas, nuostaba) sąlygota elgsena (nekantrumas, smalsumas, dėmesio sukaupimas), o bazinės emocijos (nerimas, liūdesys, pyktis) pedagoginiam poveikiui išlieka rezistentiškos. [Iš leidinio]Reikšminiai žodžiai: Edukacinis aspektas; Emocijų raiška; Kūdikių namų auklėtiniai; Baby orphanages, emotional expressions; Educational aspects.

ENEmotional reaction could be assessed as one of the indicators of optimal pedagogical input and reflect the quality of relationships between an infant and a caregiver, educational content and the level of psychomotor development intercourse, as well. Emotions as any other psychical phenomenon can be developed in the educational environment. Environment in the care institution might be assessed as unfavorable for the development of psychosocial (and emotional) spheres of the whole child development. The significance of pedagogical input into changing of emotional reactions and the fact that emotions as any other human psychical phenomenon might be developed, show correlations between children (from 6 to 12 and 13 to 24 months) behavior and changes of emotional reactions The relationship between particularities of behavior and positive emotions was checked. Conventionally emotions were divided into positive (joy and interest), negative (anger, anxiety, sadness) and neutral (homeostatic state). According to the Pearson correlation coefficient (from 0,110 to 0,150) we defined strong ties between behavior and positive emotional reactions, tics between behavior and negative emotional reactions (from-0,161 to -0,150); (Significance at the level p>0,001). It is very important that the pedagogical experiment reveals the possibility to develop cognitive processes through emotions, and in this way to connect two sides of human cognition - intellectual and emotional. Especially at the age of 19- 24 months. Wc found out that negative emotions began to increase together with the child's age. The most critical period is 16-18 months, when this tendency became evident. This period of age is significant in forming such psychical skills as attachment, the sense of safety, the sense of belonging to someone. On the other hand, we can see that motivation for educational and social activily at this age decreases.So, we can define this period of the age as the period of manifestation of the first signs of psychical deprivation. In this age (16-18 months) constant failure to satisfy the basic psychical needs transfers to the emotional deprivation. Education is significant in the processes of differentiation of emotions, that take place at the age of 12-18 months. Generalized, unmotivated emotions of joy, homeostatic emotional state influenced by educational processes transfer to the emotion of interest and it indicates the background of cognitive processes that forms in this age. Pedagogical input might be used in changing of some emotional reactions. We realized that homeostatic emotional state was not fixed during the pedagogical experiment as a prevalent emotional state in all groups of infants of different age. It was mentioned only in the process of observation. So, it indicates that the structure of infant's free time and educational technologies in infant home must be changed. Education and training in early age must be based not on the achievements, but on the processes of training, which give pleasure (through developing and differentiating of emotional reactions) for a child and reveals his cognitive and emotional capabilities. Development based on the emotionally close individual interactions of the infant and the caregiver, allows to refuse such forms of educational process as lessons, training in groups, etc. Individual training of infants corresponds to the particularities of developmental level of this age. The whole process of education and educational environment in care institution must be orientated to the child's possibility to obtain actual social experience and form emotionally close interactions with adults.The priority of infant homes, which up to present time belong to the system of Health care, is prophylactics of illnesses and treatment. The idea, that somatic health in early infancy is a significant factor for the whole child's development is correct. But the aspect of human development reveals, that namely, early infancy (the period to form reciprocity, attachment, the sense of safety and ability to satisfy basic psychical needs of infant is missed) is the background in forming of the whole personal structure and strings of successful socialization processes in future. [From the publication]