Ikimokyklinio ir priešmokyklinio ugdymo pedagogų požiūris į vaikų mokymąsi

LTStraipsnyje atskleidžiami paradigmų kaitai jautrūs požiūrio į vaiko mokymąsi aspektai, tokie kaip mokymosi rezultato sampratų kaita, asmeninės faktų interpretacijos ir prasmių steigties procesai, asmeninės patirties ir mokymosi proceso nuolatinės refleksijos poveikis mokymuisi. Išryškinamos švietimo reformos ir ikimokyklinio ugdymo pertvarkos idėjos, formuojančios pedagogų požiūrį į vaiko mokymąsi. Keliamas tikslas – išsiaiškinti iki švietimo reformos ir skirtingais švietimo reformos laikotarpiais studijavusių ikimokyklinio ir priešmokyklinio ugdymo pedagogų požiūrį į vaiko mokymąsi. Pateikiami tyrimo rezultatai, atskleidžiantys požiūrio į mokymąsi aspektus, atitinkančius švietimo reformos nubrėžtas kryptis ir nuo jų nutolusius. [Iš leidinio]Reikšminiai žodžiai: Vaikas; Ikimokyklinis ugdymas; Priešmokyklinis ugdymas; Mokymasis; Pedagogų požiūris; Child; Preschool education; Preprimary education; Child‘s learning; Pedagogues attitude.

ENChild’s learning is a complex process which is on the focus of attention of philosophers, psychologists, educators, neurologists and other scientists. New discoveries, new theories in the lastmentioned science fields constantly change attitude towards child‘s learning strategies. It is important to characterise several change sensitive fundamental aspects of learning conceptions, which are a basis not only for learning but also for different approaches to child education strategies. These are the changes of attitude towards learning, considering the fact that learning is both a constant personal identity and personality creation process; attitude towards learning as a personalised empirical process; as a process of interactions, communication and collaboration with others and environment; as a process of a constant learning reflection. With reference to the abovementioned attitudes postreformist programmes of preschool and preprimary education / selfeducation incorporate natural empirical, creative, interpretational child‘s education / self-education process as well as child-educator, child-child, childenvironment creative interpretational child‘s education/ self-education process and other relevant pedagogical strategies. Academically oriented child‘s education process and pedagogical strategies have been refused. After more than 20 years since education reform and preschool education has been implemented, it is relevant to determine, how these ideas have influenced the pedagogue training analysing pedagogues attitude towards a child’s learning. Is reformist attitude towards a child’s learning still alive and well-established? What is the expression? Research aim. To determine the preschool and preprimary pedagogues, who were studying during prereformist and different education reform periods, attitude towards a child’s learning strategies.Research sample. 134 pedagogues of preschool and preprimary education. 41 % of the pedagogues were studying during the prereform period (19 % accomplished their studies in 1981–1990, 22 % – in 1960–1980), 18 % of the pedagogues were studying during the first stage of education reform (accomplished their studies in 1991–2000) and 36 % of the pedagogues were studying during the second and third education reform period (accomplished their studies in 2001–2011). Research methods. The research applies a questionnaire survey method. A questionnaire form was received from Danish University of Education. The questionnaire was translated and applied for the research of parents and pedagogues of preschool and preprimary education. The aim was to find, how the pedagogues understand, what is children learning, how children are learning, what are the favourable conditions for children learning. Research results. Research results indicate that pedagogues of preschool and preprimary education are tend to interpret children learning as a process of purposeful interactions between a child and pedagogues. However, pedagogues attitude towards a childpedagogue interaction, still emphasizes a child‘s role as a "participator"; whereas, a pedagogue – as a "moderator". The concept of an interaction between a child and pedagogue while creating a general educational environment is not still well analysed. The pedagogues are tend to recognize a personalized empirical child‘s learning; however, a conception of a child‘s learning is not well-established. Whereas, an attitude towards children learning as a process of child-child interactions is less popular among the pedagogues.It is probable that pedagogues do not provide an educational value of these interactions, do not believe in their influence on a child‘s personal development and knowledge strategy improvement. An attitude towards children learning as an academically oriented activity is not so popular among pedagogues; however, it is being well accepted by the pedagogues of the last decade. The pedagogues who have finished their studies during the first stage of education reform, function as a separate cohort which was formed in the context of education reform changes, disscussions, application; thus, emphasizes preschool education reform ideas. The pedagogues of the second and third stage of education reform attitude towards children learning is far from some preschool education reform ideas: the pedagogues more likely appreciate a direct academically oriented model of children learning; they are tend to associate less child’s free play to it‘s learning. In 2001–2010 the universities obtained less nation’s funded positions for training preschool education pedagogues; whereas, training of these pedagogues was predominating in colleges. Thus, this may have influenced theoretical conceptions towards children learning. [From the publication]