Pedagogo ir vaiko sąveika taikant kūrybinį-kompleksinį ugdymo metodą

LTŠiame straipsnyje analizuojama auklėtojo ir vaiko sąveika taikant kūrybinį-kompleksinį ugdymo metodą. Atskleidžiama šio metodo svarba užtikrinant lygiavertę sąveiką pedagogo ir vaiko veikloje, skatinant vaiko savarankiškumą, iniciatyvą, kūrybiškumą. Pateiktas pedagogų požiūris į šį metodą, ištirta auklėtojo ir vaiko sąveika, taikant kūrybinį-kompleksinį ugdymo metodą ("Vėrinėlio" programos pagrindu), (rodyta, kad taikant šį ugdymo metodą savaiminės, inspiruotos bei organizuotos veiklos metu vienodai aktyvus ir vaikas, ir auklėtoja. [Iš leidinio]Reikšminiai žodžiai: Ikimokyklinis ugdymas; Kūrybinis-kompleksinis ugdymo metodas; Pedagogo ir vaiko sąveika; Projekcinė sinergazija; Savaiminė, inspiruota, organizuota veikla; Socialinė sinergazija; Independent, inspired and organised activities; Preschool education; Projectional interaction; Social interaction; Teacher-child interaction; The creative-integrated educational method; The creative/complex educational method; The inteireJation between the tutor and the child.

ENThe aim of this is to clear up the effective ways and means of the interactions between an educator and a child, applying the creative-complex method of upbringing (on the basis of the program "VĖRINĖLIS"). To reach the aim’ we have posed the following objectives: to analyze the scientific- methodical literature concerning the questions of an educator a child interaction; to determine the educator's outlook upon the creative-complex method of upbringing; to examine the interaction between and educator and a child in action; to prepare the recommendations for the parents and the pedagogues. 100 pedagogue s of the pre-school institutions and 80 their pupils took part in the research, and also 40 children 3 to 6 years old were observed individually. We used the following methods: the analysis of the educational-methodical literature concerning the questions of an educator and a child interaction; the method of quizzes- questionnaires; the method of individual children's observation. We performed the quality and the quantity analysis of the results. The results of the research proved the premise that applying the creative-complex method of upbringing to the different types of activities, the child and the educator are equally active. The analysis of the quizzes testifies that the majority - 67% of the pedagogues- not fully realize the core of the creative-complex method of upbringing. The deep contradiction was noticed - 91% of the respondents claim that they work exactly using the creative- complex method of upbringing. But only 33% of pedagogues understand them and are able to appropriately use in their job.The analysis of the results of the individual children's observation proved that in a group that works using the method of creative-complex upbringing the inspiring activity prevails, which guarantees the democratic interaction of an educator and a child, communication and cooperation. A child himself or herself is active the most part of the morning active hours, and an educator is active only during the arranged activities. Each child has a chance to express himself or herself. Good emotional climate prevails; children are complaisant, can and are able to act quickly, together and individually, they accumulate and express the experience with the various types of activities. But the majority of experience and self- expression cases are noticed during the inspiring activities. The internal and external integration of different child's activities prevails. [Text from author]