Mokinių prosocialaus elgesio skatinimas socialiai aktyvia veikla

LTSocialiai aktyvi veikla edukologijos mokslininkų dažniausiai nagrinėjama tiriant socialinės-pedagoginės pagalbos teikimo socialinės atskirties grupių vaikams galimybes. Tačiau nepakankamai analizuojamas mokinių prosocialaus elgesio skatinimas jaunimo organizacijose, savanoriškoje veikloje. Straipsnyje, remiantis empirinio tyrimo (apklausos raštu) rezultatais, atskleidžiamos 5–12 kl. mokinių prosocialaus elgesio skatinimo socialiai aktyvia veikla galimybės. Tyrimu konstatuota, kad mokinių prosocialiam elgesiui skatinti reikšminga ugdymo(si) aplinka, kuri siejama su mokinių bendravimo gebėjimų ugdymu, pozityvaus požiūrio į bendravimą ir bendradarbiavimą, savanorystę skatinimu, galimybių vaikams įsitraukti į jaunimo organizacijų, mokyklos savivaldos veiklą sudarymu. [Iš leidinio]Reikšminiai žodžiai: Prosocialus elgesys; Socialiai aktyvi veikla; Savanoriška veikla; Social life behave; Socially active work; Volunteering.

EN[...] Therefore, in the present article the opportunities, promoting prosocial behavior among 5th-12th class schoolchildren through the socially active work, are revealed. After summing up the insights of different scientific theories, regarding promotional opportunities of prosocial behavior, social activeness and social cohesion, it can be stated that prosocial behavior is determined by a friendly educational environment, formation of which highly depends on the interaction among the all person socialisation institutions (family, school, youth and nongovernmental organizations and etc.) and the priority, distinguished in their activity – voluntary help for community members, realisation of such activity. Each social institution is characterised by a distinctive character while assembling community members, in particularity of activity, opportunities and needs. In order to reveal the opportunities, promoting prosocial behavior among schoolchildren, the empirical research has been accomplished, in which a method of written survey was used. 2064 5th-12th class schoolchildren from Lithuanian comprehensive schools have been surveyed, using a two-level sample. The research results have revealed that prosocial behavior is mostly revealed through the practical social activities, i.e. the voluntary work of schoolchildren and youth organisations. It can be noted that only 26 per cent of 5th-12th class schoolchildren, taking part in the research, admitted participating in voluntary activities. The majority of them state that they do not participate neither in the voluntary work, nor in the activities of youth organisations. Socially active work in school could be promoted by educational environment, in which schoolchildren would be able to create and broaden social networks (communication network), to develop the abilities of communication and cooperation in different social and cultural environment, would communicate and would be promoted to help various people.With the help of the research it was pursuing to ascertain where (in which activity) the prosocial behavior is mostly observed. The expression of prosocial behavior among schoolchildren is perceived in their practical-social work, i.e. in their self-expression, activities in youth organisations. Schoolchildren, participating in socially active voluntary work, tolerate inappro- priate behavior towards their classmates in school less than others, are more orientated towards the rendering of mutual help and social unity. Schoolchildren, characterised as having prosocial behavior, have broad social support network, feel higher satisfaction regarding communication and voluntary work. The surveyed schoolchildren, having the attitude of prosocial behavior, more often participated in voluntary work, activities of youth organisations, they stated that they had many friends, also more often penetrated broader opportunities for voluntary work than other schoolchildren. The creation of such environment is related with the cultivation of schoolchildren’s communication capacities, promotion of positive attitude towards communication and cooperation, friendship and volunteering, formation of the opportunities to enter the activities of youth organisations and school selfgovernment. [From the publication]