Ugdytojų pozityvus edukacinis pokalbis kaip ikimokyklinio amžiaus vaikų harmoningo ugdymosi užtikrinimo sąlyga

Abstract

The aim of the article is to reveal the expression of positive educational dialogue among educators seeking for child welfare in institution “X” of pre-school education. The object of the research is positive educational dialogue. The article consists of the introduction, scholarly literature analysis, research methodology and the analysis of research results, conclusions and recommendations, the list of literature. The current scientific article extensively explores communication of the teachers of pre-school education institutions and social pedagogues seeking to assure overall child education and the required learning environment. A positive educational dialogue of educators in a pre-school education institution helps to assure child welfare provided an appropriate communication style, directed towards the solution of a specific problem, is purposefully selected considering specific character traits of a child, trying to perceive the social network of the child, analysing the problembased situation, as well as properly identifying the problems and reasons of their occurrence. The research methods include analysis of scholarly literature and legal documents, as well as the method of interview and content analysis. The research participants are 7 teachers of institution “X” of pre-school education and one social pedagogue. The research results reveal that teachers discuss the possibilities of applying the method of positive educational dialogue with different children, analyse the possibilities of making situations game-like, as well as discuss the possibilities of the choice of topics for conversation with children. Dialogue as a method is an effective and frequent means that teachers use in creating favourable conditions for harmonious child education. The informants distinguished parent groups in accordance with the priorities given to child education: excellent familiarity with a child, awareness of their inclinations for drawing, sport, free creation and acting; a group of parents who claimed that their children did not have any interests and this attitude prevented them from recognising their children’s talents; and finally, parents who did not know about their children and could not distinguish their talents, abilities and inclinations. Keywords: communication, child, child welfare, parents, teachers, institution of pre-school education, positive educational dialogue of educators. DOI: http://dx.doi.org/10.15823/su.2017.18