Pedagogų vaidmuo ugdant ikimokyklinio amžiaus vaikų emocinį intelektą

LTUgdant vaiko emocinį intelektą negalima pasikliauti vien intuicija – čia, kaip ir visuose moksluose, reikia remtis sukauptomis žiniomis ir įgyta patirtimi. Tai mums padės priimti pagrįstus sprendimus, ugdant mažuosius ikimokyklinukus. Lietuvoje jau kuris laikas taikomos adaptuotos užsienio valstybių praktikos, nukreiptos į socialinį ir emocinį vaikų ugdymą. Tačiau ne visos ugdymo įstaigos jas adaptuoja ir taiko, nes patys pedagogai turi nepakankamai žinių, kaip lavinti vaikų emocinius gebėjimus. Straipsnyje pristatomi interviu su ikimokyklinio ugdymo pedagogais rezultatai. Atliekant kokybinį tyrimą, buvo siekta nustatyti pedagogų vaidmenis ugdant vaiko emocinį intelektą. Šis tyrimas parodė, kad, norint ugdyti vaiko emocinį intelektą, svarbu pasirinkti tinkamus metodus. Pedagogai atskleidė, jog jie dažniausiai įtraukia vaikus į meninę ugdomąją veiklą, tačiau retai kada pasitelkia specialiai sukurtas programas. [Iš leidinio]Reikšminiai žodžiai: Emocinis intelektas; Gebėjimas; Kompetencija; Lavinimas; Socialiniai įgūdžiai; Ugdymas; Vaidmuo; Ability; Competence; Education; Emotional intelligence; Role; Social skills; Training.

ENIn the development of a child’s emotional intelligence, one cannot rely solely on intuition. Instead, as in all sciences, we need to build on the knowledge gained from the lessons learned in order to make informed decisions in educating small preschoolers.Lithuania has already been adapting foreign practices aimed at the social and emotional development of children, but not all of them. Only a few percent of educational institutions follow them, as educators themselves do not have enough knowledge to develop children‘s emotional abilities. B. Elkjaer (2009) claims that experience is primarily related not to knowledge but to human life as a process. Human life is a continuous relationship between the human and the environment. This relationship has the same importance and meaning as an experience, but it also includes emotions, aesthetics, ethics and knowledge. When one is seeking to obtain knowledge, experience is not enough. Essential learning, according to R. Usher (2009), is based on practicing the way or style of life. This claim rejects the idea that learning originates from the experience. Nevertheless, experience and learning are interrelated, interactive and dynamic processes. Taking these issues into consideration, the following research question is suggested: How do teachers integrate the development of children’s emotional intelligence into practical activities when planning the educational process? The object of this research is the teacher’s role in the development of children’s emotional intelligence. The goal of the research is to disclose the roles of the teachers in enhancing the development of emotional intelligence. This goal is achieved by discussing theoretical background of the development of emotional intelligence of children and explaining the teacher’s role in the development of emotional intelligence.The applied research methods included the review of scientific literature and other sources, which helped to discern and define the concept of emotional intelligence in the educational context, and the semi-structured interviews with teachers, which aimed to disclose the experience of teachers in developing the emotional intelligence of children as well as their views regarding the main components of the development of the emotional intelligence of pre-school age children. The findings of the interviews were analysed by applying content analysis. The article presents the results of pre-school education teachers’ interviews. The qualitative research was aimed at identifying the roles of the educators in developing the child‘s emotional intelligence. The research revealed that it is important for the child‘s emotional intelligence to choose the right ways of education. Teachers have shown that they mostly use the involvement of children in arts education and rarely use special programs. [From the publication]

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