| Abstract [eng] |
The research problem. Schools play a great role in socializing children since a child enters a school at a very young age and spends there more than 10 years of his/her life. At schools or kindergartens children not just mature but also face different educational and social problems. In order to ensure successful socialization and personal development, self-directed and effective social pedagogical assistance should be given equal importance to education. In Lithuania and other foreign countries, social pedagogical assistance is defined by different documents such as Education Laws or recommendations; however, in literature there is a lack of scientific researches that focus on practical implementation of social pedagogical assistance, especially in private schools that are rarely mentioned in any kind of researches. The aim of this paper is to reveal peculiarities in organisation of social pedagogical assistance for private school learners. The main object of this paper is peculiarities in organistion of social pedagogical assitance for private school learners. The main objectives of this paper are: 1. To reveal evolution, concept and main issues of social pedagogical assistance in Lithuanian and EU schools; 2. To examine particularities of activities connected with the system of social pedagogical assistance in private and state schools; 3. To examine organisation of social pedagogical assistance for private school learners and reveal major social pedagogical issues, their solution and social pedagogical assistance providers. 4.After the analysis of the research results, give recommendations. Research methods: Organisation and genesis of social pedagogical assistance for private school learners will be analysed on the basis of a scientific literature review. A comparative analysis will be employed to emphasize organisation and peculiarities of social pedagogical assistance for private school learners in Lithuania and EU. Interviews will be conducted to state peculiarities of social pedagogical assistance for private school learners. The research findings. According to respondents, learners of private and state schools face more or less the same problems that should be solved by classroom teachers, social pedagogues, education support specialists and members of Child‘s Welfare Commission. Parents and teachers, participating in the research stated that cooperation of education specialists and their personal qualities are very important. Social pedagogical assistance is usually provided in group or individual consultations. On the one hand, importance of cooperation of education specialists is more evident in private schools, on the other hand, there is a notable lack of assistance providers in private schools. As a result, private school learners and their parents are sent to another institution that could offer them professional assistance. It is important to mention that respondents from private schools often spoke hypothetically. This suggests that parents and teachers talked about hypothetical organisation of social pedagogical assistance for private school learners. The conclusions. The review of scientific literature revealed that origins of social pedagogical assistance go back to the 20th century. The major aim of the assistance is to ensure child‘s right to effective education and possibilities of positive socialization, civic maturity and harmonious development. In Lithuania and other EU countries teachers, classroom teachers and education specialists (psychologists, social pedagogues, and speech therapists) are main providers of social pedagogical assistance. Also, the review showed that the majority of educational researches focus only on state schools and social institutions where social pedagogical assistance is clearly defined and regulated. There is a lack of objective information concerning social pedagogical assistance in private schools. However, analysis of theoretical material revealed that private schools stand out for attention to natural needs of students and the assistance itself is individualized and provided by education specialists and teacher assistants. |
