Pozityvios tėvystės įgūdžių įtaka priešmokyklinio amžiaus vaikų socialinės kompetencijos ugdymui

LTStraipsnyje pateikiama mokslinės literatūros apžvalga, nagrinėjanti pozityvios tėvystės reiškinį bei pozityvios tėvystės raiškos galimybes ikimokyklinio ugdymo įstaigoje. Pozityvi tėvystė tyrime siejama su socialinės kompetencijos ugdymo svarba. Atliktas tyrimas nustatė, kad pozityvios tėvystės įgūdžiai itin svarbūs ugdant priešmokyklinio amžiaus vaikų socialinę kompetenciją. Svarbu padėti vaikui suvokti save, skiepyti vertybes, kuriant harmoningą aplinką, pažinti savo jausmus, ugdyti empatiją, priimti kitokį vaiką, išgyventi nepatogius dalykus. Siekiant tobulinti pageidautinas savybes svarbus ir lankomos ugdymo įstaigos indėlis, o kryptingai ugdyti vaiką padeda glaudus pedagogų ir tėvų bendradarbiavimas. Tik bendra šeimos ir pedagogų veikla gali duoti pozityvių rezultatų šiuo klausimu. Mokslinės literatūros analizė bei atlikto tyrimo rezultatai rodo, kad priešmokyklinio amžiaus vaikas, auklėjamas remiantis pozityvios tėvystės principais, įgyja dokumentuose nurodomas tokio amžiaus vaikui reikalingas socialines kompetencijas, socialinius ir efektyvius darbo įgūdžius, kurie užtikrina sėkmingą vaiko socializaciją, kūrybiškumą bei pasirengimą mokykliniam ugdymui. [Iš leidinio]Reikšminiai žodžiai: Priešmokyklinis amžius, pozityvi tėvystė, socialinė kompetencija, bendradarbiavimas. Keywords: Pre-school education, positive parenting skills, social competence, educational function of the family.

ENThe relevance of the research. D. Goleman (2003) claims that the family is the child’s first school of emotional life. While communicating in the family, s/he learns to understand her/his feelings and respond to them appropriately; realises how others react to them, as well as perceives and expresses her/his fears and hopes. The adults closest to the child are parents, playing a vital role in the development of the child’s social competence. The expression of positive parenting is considered to be crucial to the successful development of a child’s social competence. The problem of the research is the lack of positive parenting skills in the development of social competence of pre-school children. The subject of the research is the expression of positive parenting skills in the development of the social competence of pre-school children. The research aims to highlight the importance of positive parenting skills in the development of the social competence of pre-school children. The objectives are to theoretically substantiate the importance of positive parenting in the development of social competences of a child; identify the attitude of educators towards the links between positive parenting and the development of social competences. The methods used include the analysis of scientific literature, interview, statistical analysis of the obtained data.The most important results. Most parents support the principles of positive parenting and follow them while educating their children. They identify social competence skills as very important while preparing children for primary school. However, they do not consider social competence as most significant for the education of the children of pre-school age. Educators identify social competence as very important or important and think the most effective way of developing it is the communication and cooperation between institutions and families. Whereas parents do not consider that it is significant to cooperate, especially participate in the events or group activities of the organisations. Conclusions. Positive parenting skills are crucial to the development of the social competence of pre-school children, and it requires the special attention of parents. To improve all these qualities, the contribution of the educational institution is equally significant as the cooperation between educators and parents, which helps to educate children purposefully. [From the publication]