Kūdikių namuose dirbančių pedagogų nuostatų į specialiųjų poreikių vaiko ugdymą ypatumai

LTStraipsnyje nagrinėjamas pedagogų, dirbančių globos įstaigose su ankstyvojo amžiaus (nuo gimimo iki 3 metų) vaikais, požiūris į ugdymo proceso specifiškumą, specialiųjų poreikių vaikų psichosocialinės raidos supratimą. Šių problemų kontekste nagrinėjami ugdymo turinio, ugdymo sąlygų, ugdytojo profesinės kompetencijos klausimai. [Iš leidinio]

ENThe educational process in the changing society reveals new features of educator and demands his professional competence. It especially concerns the education of early age children, who being brought up in the state care institution and lost care of their parents especially. We can call them as psychically deprived children. While being in the institutional conditions they experience secondary psychological neglect. The staff of Infant Home must solve serious problems: 1) to realize the aims of educational process, that sometimes is not adequate to the level of child’s psychosocial development and his needs and 2) to substitute them real family - the exceptional unit for the whole successful development in early infancy. That's why the attitude of the teachers to psychosocial development of early age deprived infants, attitude to possibilities and methods of optimization of this developmental sphere are very important. Specific features - quanta-live and qualities changes in child's development during early infancy are influenced under the specific environment and the type of institution. We can call the educational process in Infant home as a process of pedagogical correction. That's why special requirements for educators are needed. We analysed die answers of 56 teachers of Lithuanian Infant Home to the questionnaire, which consisted of 10 blocks of closed questions. All the educators have higher and media pedagogical education. We revealed problems in understanding the developmental particularities of early age deprived children. In many cases educators can't define specific developmental features of deprived infants.More experienced educators indicate that the content of education education does not correspond special needs of deprived children. In our opinion it is one of the reasons why the whole process of education in institutions for early age infants is uneffective. Experiencing secondary neglect, infants delay in their psychosocial development. According to the answers the main source of successful development is family. We found out that attitude to short term care is undefined. The reason of such attitude is the absence of short care traditions in Lithuania. Educators prefer adoption to Lithuanian families, to families from abroad. It's really interesting phenomenon, because we get a lot of information twice a year about the living conditions, education and health of the children, who were adopted to the foreign countries. We have no information about the children, who were adopted by Lithuanian families. The whole process of education in Infant Home, as a specific institution, should be directed to the model of social interactions, refusing clinical - didactic tendencies of education. The process of training teachers who are expected to work with early age deprived children should be analysed in more detail. [From the publication]