Olimpinio ugdymo programų kūrimas ir realizavimas Lietuvos ikimokyklinio ugdymo įstaigose

LTReikšminiai žodžiai: Ikimokyklinio ugdymo įstaiga; Olimpinio ugdymo programa; Olimpinis ugdymas; Olimpizmas; Olympic education; Olympic education program; Olympism; Preschool educational institution.

ENThe project of Olympic education program in Lithuania was started to be implemented at schools of general education with the initial intention of Olympic education aimed at pupils. Olympic education program for children and youth at schools of Lithuania commenced its activities in 2002 upon signing the agreement among the Lithuanian National Olympic Committee, Ministry of Education and Science of the Republic of Lithuania and Lithuanian Olympic Academy (2005–06–09, Nr. SVT-568). In 2005, the project was extended until 2010, later on until 2015. Teachers of preschool educational institutions later on (in year of 2006) voluntarily joined the Olympic education project. They developed individual Olympic education programs, acquired knowledge and practical skills. The Olympic education program for preschool children is not yet developed. Research aim was to analyze and assess experience in developing and implementing Olympic education programs (OEP) at preschool educational institutions of Lithuania as well as to reveal developmental and improvement potential. The research uses analysis of all individual programs (23) prepared by the preschool educational institutions, participating in the Olympic education project of Lithuania. The research sample comprised 21 teachers having filled out distributed questionnaires. Quantitative and qualitative research methods were applied in the analysis of obtained research results. SPSS Statistics 19.0 software package was used for the analysis of collected quantitative data. Statistical significance of differences was identified using the χ2 (chi square) test. The difference is statistically significant at p<0,05. Analysis of results revealed that each institution in the developmental process of the OEP program followed respective documents, literature sources, model samples of other programs, consulted specialists and other teachers.Development of individual OEP was facilitated by the description of procedures for school recognition as members of the project "Olympic Education of Children and Youth". The program was designed for all types of Lithuanian educational institutions, due to which content of the program was not sufficiently clear and specific. Teachers admitted that development of the OEP program itself was not complicated, however, they had a shortage of literature pertaining to Olympic education and education of preschool children; it was rather difficult to anticipate human resources, agree on the assessment system and to specifically plan activities, which require financial resources. The majority of teachers agreed that sport facilities of the institution are suitable for implementation of OEP; however, condition of half of the outdoor sport fields is poor. Two thirds of teachers rated their experience in Olympic education as successful and believed having a sufficiently clear assessment system. Positive attributes in relation to Olympic education of preschool children have emerged: participation of preschool institution’s community alongside with the partners in activities of Olympic education has increased significantly, integration of children’s educational activities, diverse and entertaining methods and forms of education are employed, and attempts are made to ensure dispersion and continuity of OEP activities. However, the content of Olympic education is way too extensive, and there are no clear structure of content. Teachers of preschool educational institutions, attending the Olympic education project, are active and inquisitive. They wish for the general Olympic education program for preschool age children of Lithuania to be developed, have particular proposals on how to improve OEP and seek to share their experience at a cross-institutional level. [From the publication]