Ikimokyklinės ugdymo įstaigos lauko ugdomosios aplinkos tobulinimo modeliavimas tėvų refleksyviojo vaikų patirčių suvokimo koncepcijų kontekste

LTReikšminiai žodžiai: Ikimokyklinis ugdymas; Lauko ugdomoji aplinka; Vaikų kultūra; Vaikų kultūra,; Childrens cultur; Childrens culture; Outdoor education environment; Pre-school education.

EN[...] The aim of this research is to find out parents’ reflexive conceptions of perception of children’s experiences allowing modelling the directions for perfection of outdoor educational environments within the child-focused paradigm. The research methodology. The empirical research on educational significance of pre-school educational institutions’ outdoor educational environment is a qualitative research which followed the phenomenological and narrative strategies as well as the post-modernistic point of view towards the object under investigation. The phenomenological strategy of research as a method allows revealing and understanding the nature of human experiences as well as viewing a child as an active creator of own experience and knowledge. Parents as representatives of the adults’ culture, representing a child are the main link between the society and educational institution; the narrative strategy is helpful as an indicator of social reality processes manifesting in a form of a narration (written) on certain experiences. Because of this reason, revelation of parents’ points of view towards this issue essentially allows to deeper know and perceive the significance of outdoor self-education in a general sense. Post-modern philosophy allowed to disassociate from the binary logic (true vs. false, acceptable vs. unacceptable, functional vs. non-functional etc.), by acknowledging the possibility of many points of view. The qualitative analysis of content of parents’ essays has been applied (the essays were collected in a way of competition), when conceptualising parents’ experience on the phenomena of children’s life and self-education reality.On the ground of parents’ conceptions, it was found out that parents classified and conceptualised certain phenomena rendering meaningful constructs of experience of their children’s outdoor self-education as well as their socio-educational significance. After drawing generalisations on parents’ reflexive conceptions of perception of children’s experiences, it can be stated that epitomisation (separation and/or joining) of outdoor educational environment’s spaces would help to perfect the quality of outdoor (self-) education within the child-focused paradigm. Outdoor educational environment is a stable and usually making a greater impact self-educational environment based on personal experiences where education becomes the informal learning from environment and the theoretical content of self-education is changed into child’s experience-based education. [From the publication]