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PEDAGOGŲ KOMPETENCIJOS TAIKANT INOVACIJAS IKIMOKYKLINIAME UGDYME
No full textThe article discusses the competences and abilities of pedagogues, applying innovations in preschool education. Innovations in education are identified as an important step for qualitative changes in Lithuania. When applying innovations, the competences of pedagogues are important, which must ensure their high-quality and efficient application. Preschool education pedagogues, who apply modern educational innovations in their educational activities, operate in different situations every day and face newly emerging problems, which are mainly determined by the competences of the pedagogues. Therefore, questions arise: are pedagogues able to successfully include educational innovation in the content of preschool education? Does the educator have enough competencies using the innovative STEAM method?
The purpose of the research is to reveal the pedagogue\u27s competencies, applying innovations in preschool education.
The goal was achieved by theoretically substantiating the competencies of pedagogues, associated with the introduction of innovations in preschool education and determining the expression of competencies and abilities of pedagogues applying innovations in preschool education.
Research methods: analysis of scientific literature and documents, questionnaire survey.
The analysis of the scientific literature helped to highlight the abilities of the pedagogue in the application of innovations. The most important are the abilities of communication, initiative and creativity, cognitive and information management and co-cultural competencies.
The results of the empirical study revealed that not all educational pedagogues use educational innovations in their activities. The most popular innovation in Lithuanian preschool education institutions is STEAM, and the pedagogue is the pioneer of the innovation. The most important competence in the activities of a teacher is communication competence. The pedagogues singled out the organization of discussions and the project method as the most important abilities in communicative competence. In the competence of creativity and cognition, it was stated that creativity and originality cannot be separated from critical thinking, because these components are particularly related in all activities. In co-cultural competence, the ability to be patriotic was not singled out as particularly important. Therefore, it can be assumed that not all abilities of co-cultural competence are equally expressed in the activities of pedagogues.Straipsnyje aptariamos pedagogų kompetencijos ir gebėjimai, taikant inovacijas ikimokykliniame ugdyme. Inovacijos švietime įvardijamos kaip svarbus žingsnis kokybiniams pokyčiams Lietuvoje. Taikant inovacijas yra svarbios pedagogų kompetencijos, turinčios užtikrinti kokybišką ir efektyvų jų taikymą. Ikimokyklinio ugdymo pedagogai, taikantys šiuolaikines ugdymo inovacijas savo ugdomojoje veikloje, kasdien veikia skirtingose situacijose ir susiduria su naujomis problemomis, kurias daugiausiai lemia pedagogų kompetencijos. Todėl kyla tokie klausimai: ar pedagogai geba į ikimokyklinio ugdymo turinį sėkmingai įtraukti švietimo inovacijas? Ar pedagogui pakanka kompetencijų taikyti inovatyvų STEAM metodą? Tyrimo tikslas – atskleisti pedagogo kompetencijas, taikant inovacijas ikimokykliniame ugdyme.
Tikslo buvo siekiama teoriškai pagrindžiant pedagogų kompetencijas, siejamas su inovacijų diegimu ikimokykliniame ugdyme ir nustatant pedagogų, taikančių inovacijas ikimokykliniame ugdyme, kompetencijų ir gebėjimų raišką. Tyrimo metodai: mokslinės literatūros ir dokumentų analizė, anketinė apklausa. Mokslinės literatūros analizė padėjo išryškinti pedagogo gebėjimus, taikant inovacijas. Svarbiausi yra komunikacijos, iniaciatyvumo ir kūrybiškumo, pažinimo ir informacijos valdymo bei bendrakultūriškumo kompetencijų gebėjimai. Empirinio tyrimo rezultatai atskleidė, kad ne visi ugdymo pedagogai savo veikloje naudoja ugdymo inovacijas. Populiariausia inovacija Lietuvos ikimokyklinio ugdymo įstaigose yra STEAM, o pedagogas yra inovacijos pradininkas. Svarbiausia kompetencija pedagogo veikloje - komunikavimo kompetencija. Diskusijų organizavimą ir projektų metodą pedagogai laiko pačiais svarbiausiais komunikacinės kompetencijos gebėjimais. Kalbėdami apie kūrybiškumo ir pažinimo kompetenciją jie nurodė, kad kūrybiškumas ir originalumas negali būti atskirti nuo kritinio mąstymo, nes šie komponentai yra ypač susiję visose veiklose. Patriotiškumo gebėjimas nebuvo išskirtas, kaip ypač svarbus bendrakultūrinėje kompetencijos gebėjimas. Todėl galima daryti prielaidą, kad ne visi bendrakultūrinės kompetencijos gebėjimai yra vienodai svarbūs pedagogų veikloje
ASSISTANCE TO UKRAINIAN CITIZENS IN CONNECTION WITH THE RUSSIA-UKRAINE WAR IN THE EXAMPLE OF A BENEFIT FOR PROVIDING ACCOMMODATION AND FOOD UNDER POLISH LAW
No full textIn connection with the Russia-Ukraine war, the Polish government has decided not only to accept all refugees from Ukraine. Due to this situation, the Polish government issued the Act of 12 March 2022 on assistance to Ukrainian citizens in connection with the armed conflict in the territory of that country. One of the solutions provided for in this law is the benefit for providing accommodation and food to Ukrainian citizens. Among other things, thanks to this solution, there is no problem of homelessness of Ukrainian citizens in Poland and it was not necessary to set up refugee camps. The article presents legal analysis of the provisions governing the benefit for providing accommodation and food to Ukrainian citizens.In connection with the Russia-Ukraine war, the Polish government has decided not only to accept all refugees from Ukraine. Due to this situation, the Polish government issued the Act of 12 March 2022 on assistance to Ukrainian citizens in connection with the armed conflict in the territory of that country. One of the solutions provided for in this law is the benefit for providing accommodation and food to Ukrainian citizens. Among other things, thanks to this solution, there is no problem of homelessness of Ukrainian citizens in Poland and it was not necessary to set up refugee camps. The article presents legal analysis of the provisions governing the benefit for providing accommodation and food to Ukrainian citizens
VERSLUMO UGDYMO IMITACINĖSE BENDROVĖSE PRIVALUMAI IR EFEKTYVUMO DIDINIMAS, TAIKANT MIŠRŲ MOKYMOSI METODĄ
No full textBlended education is becoming an increasingly important phenomenon in the process of today’s educational system changing and creates opportunities for the intellect multidimensionality to manifest itself, while creating the prerequisites for all subjects to become a connecting link in education. The Association of Lithuanian Practice Enterprises sees that the main link in such education could be practice enterprises operating in Lithuania, but it is not assessed which didactic tools and mixed teaching methods could be applied most often and are the most acceptable in this activity.
The research was commissioned by the Association LIBA. The LIBA Association is a non-profit organization that unites Lithuanian institutions in which practice enterprises operate, as well as the heads of practice enterprises, coordinators, educators, interns, working in them, other natural and legal persons who carry out the activities of the association and (or) approve of it.
The aim of LIBA is to gather various institutions with practice enterprises, practice enterprise trainers, teachers, coordinators, trainees who are or were working with practice enterprise concept, social partners, other natural or legal persons on purpose to improve practice enterprise model according to target groups (trainers, trainees) needs; stimulate qualitative and quantitative practice enterprise network development; organize and moderate mutually beneficial partnership between Association members and all interested organizations.
The aim of the research is to reveal the possibilities of entrepreneurship education in practice enterprises using a blended learning method.
Research methods: the analysis of scientific literature, quantitative survey, statistical data analysis.
The process of research. Before the start of the research, it was decided to interview the heads of practice enterprises and the lecturers / teachers working in those study programs where there are functioning practice enterprises. It was decided to interview about 30 managers of Lithuanian practice enterprises, or at least 70 per cent managers working in Lithuanian network of practice enterprises. Currently there are 40 practice enterprises operating in Lithuania, 28 of which comprise 70 per cent; and twice as many lecturers/teachers working in study programs where there are functioning practice enterprises. The research took place in 2019-2021. In 2019, a survey questionnaire, a survey methodology, and a survey calendar were prepared. As part of the research, an electronic survey questionnaire was created, and an invitation was sent – a request to participate in the study. The survey was conducted between January and June 2020. However , in the absence of a sufficient number of respondents, it was extended between September and November 2020. During January-March 2021, the results of the research were analysed, and the research report was prepared.
The questionnaire consisted of demographic questions and statements prepared to evaluate the advantages and efficiency of blended learning in the development of entrepreneurship in practice enterprises.
Analysis of the research data: The graphical analysis was performed using the data collected by "Anketa.lt" and the Ms Excel spreadsheet.
Based on the analysis of scientific literature, it was revealed that the blended learning method combines traditional learning and virtual learning methods and promotes student autonomy, helps to individualize the learning process, promotes cooperation between students and teachers. With this method, it is easy to combine classical and active learning methods, use various information technology tools that enrich learning activities and methods and promote the continuous improvement of information technology competencies.
The assessment of the application of a blended teaching method in practice enterprise activities revealed such advantages as the constant development of new information technology competencies, the increase in the motivation and personal responsibility of the practice enterprise trainee for learning results, the creation of a common database and a community of learners.
In identifying how the application of a blended approach would increase the effectiveness of entrepreneurship education in practice enterprises, it became clear that it increases through the differentiation and individualization of activities, the application of the flexibility of the mixed approach, the increase in the motivation and responsibility of the IB trainee for learning outcomes, the expansion of the learning space and time, the combination of the advantages of traditional learning and e-learning, and the provision of greater opportunities for cooperation. It is therefore proposed to extend the use of a blended teaching approach in the development of entrepreneurial skills in practice enterprises, organizing meetings, conducting negotiations, consultations with social partners, promoting closer communication between all practice enterprises.2019 – 2021 metais atliktas Lietuvos imitacinių bendrovių asociacijos užsakytas tyrimas, kurio tikslas buvo atskleisti verslumo ugdymo imitacinėse bendrovėse efektyvumo didinimo galimybes, taikant mišrų (blended – learning) metodą. Tyrimo metodai: analitinė mokslinės literatūros analizė, kiekybinė reprezentatyvi apklausa raštu, statistinė duomenų analizė.
Remiantis mokslinės literatūros šaltinių analize, atskleista kad mišraus mokymosi metodas, jungia tradicinį mokymąsi ir virtualų mokymosi metodus bei skatina studentų savarankiškumą, padeda individualizuoti mokymosi procesą, skatina bendradarbiavimą tarp studentų ir dėstytojų. Taikant šį mokymąsi, lengva derinti klasikinius ir aktyviuosius mokymosi metodus, naudoti įvairias informacinių technologijų priemones, kurios praturtina mokymosi veiklas ir metodus bei skatina nuolatinį informacinių technologijų kompetencijų tobulinimą.
Vertinant mišraus mokymo/si metodo taikymą IB veikloje, išryškėjo tokie privalumai, kaip būtinas nuolatinis naujų informacinių technologijų kompetencijų kėlimas, IB praktikanto motyvacijos ir asmeninės atsakomybės už mokymosi rezultatus didinimas, bendros duomenų bazės bei besimokančiųjų bendruomenės kūrimas.
Nustatant, kaip mišraus metodo taikymas padidintų verslumo ugdymo efektyvumą IB, išryškėjo, kad jis didėja diferencijuojant ir individualizuojant veiklas, taikant mišraus metodo lankstumą, didinant IB praktikanto motyvaciją ir atsakomybę už mokymosi rezultatus, plečiant mokymosi erdvę ir laiką, derinant tradicinio mokymosi ir e-mokymosi privalumus, suteikiant didesnes bendradarbiavimo galimybes. Todėl siūloma plačiau taikyti mišrų mokymo/si metodą verslumo įgūdžių ugdyme imitacinėse bendrovėse, organizuojant dalykinius susirinkimus, vedant derybas, konsultacijas su socialiniais partneriais, skatinant glaudesnį bendravimą tarp visų IB
Slaugos namų veikimas Lenkijos teisėje senėjančios visuomenės kontekste
No full textThe goal of this study is to analyse the Polish regulation of nursing homes from the perspective of an aging society. The respective chapters present the structure of nursing homes, the principles of referring people thereto and the payment for the stay therein. In the last chapter, all considerations are summarized. The de lege ferenda postulates concerning the subject matter are also presented.Šio tyrimo tikslas – išanalizuoti Lenkijos slaugos namų reguliavimą iš senstančios visuomenės perspektyvos. Atitinkamuose skyriuose pristatoma slaugos namų struktūra, žmonių nukreipimo į juos principai ir apmokėjimas už buvimą juose. Paskutiniame skyriuje visi svarstymai yra apibendrinti. Taip pat pateikiami de lege ferenda postulatai, susiję su dalyku
MOKYTOJŲ IR TĖVŲ BENDRADARBIAVIMAS UGDANT ELGESIO SUNKUMŲ TURINČIUS VAIKUS: PEDAGOGŲ POŽIŪRIU
No full textBehavioural difficulties are signs of behavioural disorders that do not reach the level of disorder, which interfere with a person\u27s socialization and self-expression. These difficulties are divided into the following stages: oppositional disobedience, offensive and aggressive behaviour, antisocial behaviour, delinquent behaviour can mean inappropriate, unacceptable, aggressive, provocative, insolent behaviour in a certain environment or situation (Barkauskienė and Zacharevičienė, 2019). Children with behavioural difficulties are characterized by a lack of social skills, disobedient behaviour, aggressiveness. Recognizing behavioural difficulties in children is difficult, it is important to know what behaviour is typical for different age groups of children. Early signs of behavioural problems are observed in infancy, children have a difficult temperament, do not adapt to various changes in the environment and care. At preschool age, tantrums, disobedience, aggression towards animals and peers begin to appear (Breidokienė and Ignatovičienė, 2015). Most often, children with behavioural difficulties, due to inappropriate behaviour during education, lag their peers in intellectual and cognitive abilities and educational achievements (Geležinienė, Vasiliauskienė et al., 2010). According to Schell, Albers et al., (2015), these children have lower social and emotional skills, because of which they behave aggressively in conflict situations, have a lower ability to empathize, and maintain long-term friendships. Educational methodological recommendations (2018) indicate that children with behavioural difficulties do not follow group rules, do not maintain friendly relations, find it difficult to make friends, avoid activities, do not trust adults and peers. By understanding the origin of such behaviour in time, it is possible to prevent behavioural disorders (Barkauskienė and Kundrotienė, 2014). Only smooth cooperation between parents and the educational institution can ensure effective help for the child in overcoming behavioural difficulties (Burvytė, 2013).
The problem of the research. The main support for children is their family, only joint work can make the life of children with special needs joyful and meaningful. Barkauskienė and Zacharevičienė (2019) indicated the main principles that an educational institution should follow when educating children with behavioural difficulties: child welfare and interests, reasonableness of help, early and timely help, individualized help, teamwork and shared responsibility, cooperation between the educational institution and family. Family-school cooperation is very important in overcoming children\u27s behavioural difficulties in preschool education, but there is a lack of research that analyses cooperation in detail in educating children with behavioural difficulties. The question that reflects the research problem arises: what forms and methods of cooperation with parents do teachers use in educating children with behavioural difficulties?
The object of the research is cooperation between teachers and parents.Daugumos autorių nuomone, ugdant elgesio sunkumų turinčius vaikus, svarbus ir reikalingas yra abipusis mokytojų ir tėvų bendradarbiavimas. Šis procesas yra pagrindas vaiko gerovei ir harmoningai raidai, todėl padeda pasiekti teigiamų rezultatų. Straipsnyje problema atskleidžiama teoriniu ir praktiniu aspektu: išanalizuoti būdai ir formos, naudojami tėvų įtraukimui į vaikų ugdymo procesą, sprendžiant vaikų elgesio problemas. Atliekant tyrimą buvo pasitelkti šie tyrimo metodai: mokslinės literatūros analizė, dokumentų analizė, struktūrizuotas interviu, kokybinė tyrimo rezultatų analizė. Apklausa žodžiu atskleidė, jog informantai taiko šias bendradarbiavimo formas: šventės, išvykos, renginiai, individualūs pokalbiai, rečiau taiko tėvų dalyvavimą vaikų ugdymo procese. Veiksmingiausi bendradarbiavimo būdai su tėvais, ugdant elgesio sunkumų turinčius vaikus: specialistų pagalba tėvams, seminarai, dalyvavimas grupės veikloje, informacijos teikimas
BŪTI AR ATRODYTI? MOKSLININKO-DĖSTYTOJO VAIDMENYS AUKŠTAJAME MOKSLE
No full textBeing a researcher-teacher in higher education intertwines with formal requirements and internal desires, aspirations and intentions, which open up not only the experience of burnout or overwork, but at the same time show the deep aspiration and need for personal recognition, support and cooperation. The unresolved need quenches the enthusiasm of the researcher-teacher and pushes him / her into formal frames. In order to be a researcher-teacher in the higher education space, it is important not only to meet formal requirements, but also to become a reflective and authentic person who acts, collaborates and intellectually leads in higher education by internalizing high moral values.
Being a teacher and researcher in higher education is not only a commitment, but at the same time manifests itself through specific personal activities. The scientist as researcher and teacher working at a university is confronted not only with the external factors that define his / her roles in higher education, but also with the subtleties of his / her personality. The question is therefore: "What are the internal and external challenges for the roles of scientists as researchers and teachers in higher education?" The aim of the study was to review the roles of the scientist through teaching and researching paradigms in higher education distinguished in the scientific literature and to single out the essential challenges that arise in relation to these roles.
The dominance of the university teacher as a central figure in the educational process has also formed certain attitudes about what and how a university teacher should look and feel. These attitudes influenced the roles of university teachers in higher education. Traditionally, a university teacher has been seen as a course designer, a subject lecturer, a supervisor, a consultant, an evaluator of student work and the course, and a subject expert. It could be argued that these roles of university teacher create a certain attitude towards scientists-teachers, which leads to education becoming only a one-way process of knowledge transfer. Another important point is that the university teacher-oriented paradigm poses many challenges that are linked to hierarchical pedagogy (top-down) and at the same time reinforce learner passivity that hinders the development of higher cognitive skills. Such a paradigm creates principles of power that centrally control students. Although the university teacher him/herself may not have the intention to consider his / her students as obedient and passive listeners.
The constructivist philosophy of education highlights a learner-centered paradigm that changes the roles of not only the student but also the university teacher in educational processes. A university teacher from an information and knowledge transferor becomes a learner and collaborates with students and colleagues, thus learning and deepening existing knowledge and concepts.
Being a role model in higher education is always a challenge, as not only students or colleagues, but also the public can focus on a specific researcher-lecturer. Being a role model is directly related to intellectual and moral leadership in both higher education and society. It is observed that intellectual leadership in the university manifests itself through demonstrated exceptional expertise in its discipline internationally and nationally, based on scientific achievements and methodological, pedagogical and knowledge of the discipline represented, as well as knowledge of these subjects, relationships with colleagues to help and develop both their, and the horizons and perceptions of others.
The higher education researchers and teachers in one role are faced with various roles and emerging conflicts and they need to perform this complex role, and to solve emerging issues. Scientists realize that to do everything ideally at once is impossible. The daily experience of ethical dilemmas due to presence and appearance, which is influenced by the abundance of requirements for roles in higher education, raises dilemmas, moral, ethical, expert and human issues.Buvimas mokslininku-dėstytoju aukštajame moksle yra ne tik įsipareigojimas, bet kartu pasireiškia per konkrečią asmens veiklą. Universitete veikiantis ir dirbantis mokslinkas-dėstytojas susiduria ne tik su išoriniais faktoriais, kurie apibrėžia jo vaidmenis aukštajame moksle, bet ir su savo asmenybės subtilybėmis. Tyrimo tikslas – apžvelgti mokslinėje literatūroje išskiriamus mokslininko-dėstytojo vaidmenis, esančius aukštajame moksle, bei išskirti esminius iššūkius, kurie kyla atliekant šiuos vaidmeni. Todėl keliamas tyrimo klausimas – kokie vidiniai ir išoriniai iššūkiai kyla mokslininkų-dėstytojų vaidmenims aukštajame moksle? Šio tyrimo objektas – mokslininkų-dėstytojų vaidmenys aukštajame moksle. Šiame tyrime naudota integralioji literatūros apžvalga. Pastebėta, jog buvimas mokslininku-dėstytoju universitete persipina su formaliais reikalavimais bei vidiniais asmeniniais lūkesčiais ir siekiais, kurie lemia ne tik perdegimo ar pervargimo patirtis, bet parodo ir giluminį asmens pripažinimo, palaikymo ir bendradarbiavimo lūkestį. Neatlieptas poreikis slopina mokslininko-dėstytojo entuziazmą, todėl individas atsiduria formaliuose rėmuose, kurie jį/ją varžo. Formuojama tyrimo išvada, kad, siekiant būti universiteto mokslininku-dėstytoju, svarbu atitikti ne tik formalius reikalavimus, bet prasminga tapti reflektyviu ir autentišku mokslininku, veikiančiu, dirbančiu, bendradarbiaujančiu bei intelektiškai lyderiaujančiu ir internalizuojančiu moralines vertybes aukštajame moksle
Vietovaizdžio meninė raiška, forma ir prasmė:: postmodernizmo kraštovaizdžio architektų Michel Corajoud (1937–2014) ir Charles Jencks (1939–2019) kūrybos aspektai
No full textThe article analyses the work and creative features of two postmodern landscape architects – Michel Corajoud (1937–2014), a French landscape architect, one of the theorists and practitioners of landscape architecture in the new urban direction, and an American or British thinker of postmodernist architecture, famous author of theoretical and practical works Charles Jencks (1939–2019). Landscapes of the postmodern city, projects based on an innovative vision and implemented projects are analysed. The aim of this article is to compare the creative ideas of two landscape masters, to link them with current trends and theoretical models in landscape design and urban science and practice.Straipsnyje analizuojama dviejų postmodernizmo epochos kraštovaizdžio architektūros kūrėjų – prancūzų kraštovaizdžio architekto, vieno iš naujos urbanistinės krypties kraštovaizdžio architektūros teoretikų ir praktikų Michel Corajoud (1937–2014) ir amerikiečio ar brito postmodernizmo architektūros mąstytojo, daugelio teorinių veikalų ir kraštovaizdžio formavimo sprendinių autoriaus Charles Jencks (1939–2019) – kūrybos bruožai. Analizuojami postmodernistinio miesto vietovaizdžiai, novatoriška vizija pagrįsti ir įgyvendinti kraštovaizdžio formavimo projektai. Siekiama palyginti dviejų kraštovaizdžio meistrų kūrybines idėjas, susieti jas su dabartinėmis urbanistikos, kraštovaizdžio architektūros mokslo ir praktikos tendencijomis ir teoriniais modeliais
TĖVŲ, AUGINANČIŲ IKIMOKYKLINIO AMŽIAUS SPECIALIŲJŲ UGDYMOSI POREIKIŲ VAIKUS, PEDAGOGINIS ŠVIETIMAS SIEKIANT PARTNERYSTĖS SU MOKYTOJAIS
No full textRecently, more and more general education institutions are attended by children with special educational needs. This obliges both the educational institution and the parents to become two institutions that constantly interact and complement each other, allowing the successful implementation of educational goals. Today, educational institutions should move more from the relationship of mutual openness and exchange of information to a dialogue-based partnership with parents, and parents should also seek to combine their views on the child\u27s education with educators benevolently, to discuss ways and means of meeting their needs. Partnership - educational participants (parents, educators) are open to each other, benevolently coordinate their approaches to the education of a child with special educational needs, consult on educational goals, ways to meet his needs. A number of problematic aspects emerge by delving into the topicalities of pedagogical education of parents raising children with special educational needs to achieve dialogue-based cooperation. There is a tendency that educators working with children with special educational needs do not always focus on their parents as partners, do not apply significant forms of cooperation to this group, at the same time reduce parental participation in the educational process, opportunities for cooperation and its effectiveness. Traditional forms of informing parents prevail: joint meetings, individual conversations with the group educator, and information is provided on the notice board. Educators working with children with special educational needs do not always focus on their parents as partners, sometimes offering only insignificant areas of collaboration, thus narrowing parental involvement, collaboration opportunities, and its effectiveness. Parents and educators usually communicate during conversations when they bring or pick up children.
The problem of the research: How is going the pedagogical education of parents raising preschool children with special educational needs in partnership with educators?
The object of the research is pedagogical education of parents in order to achieve a partnership with educators.
The aim of the research is to analyse the pedagogical education of parents raising preschool children with special educational needs in order to achieve a partnership with educators.
Research tasks:
To reveal the pedagogical education of parents raising preschool children with special educational needs by means of theoretical analysis in order to achieve a partnership with educators.
To investigate the attitude of parents of children with special educational needs of preschool age to pedagogical education by means of an interview analysis.
Research methods: 1) analysis of scientific literature, 2) oral survey using a semi-structured interview. Data were processed using qualitative content analysis.
From the point of view of parents who raise children with special educational needs, the need for pedagogical education for partnership is relevant, but it is often understood as their traditional information about the child\u27s education, rather than the organization of joint activities based on dialogue and reflection. The most acceptable forms of pedagogical education for all parents are individual conversations with educational support specialists and their consultations. It can be stated that there is constant communication of parents with educators, but they are still lacking in more consistent information about the child\u27s achievements, the child\u27s well-being, practical advices. The most commonly used forms of pedagogical education are individual conversations, consultations, and positive parenting groups, which help to understand, recognize and correct a child\u27s misbehaviour. The need for cooperation based on partnership is vast, but parents would like more initiative from educators. Only intensive cooperation and partnership with educators can ensure the quality education of a childs with special educational needs.Straipsnyje teoriškai ir praktiškai pagrindžiamas tėvų, auginančių ikimokyklinio amžiaus specialiųjų ugdymosi poreikių vaikus, pedagoginis švietimas bei jo aktualumas, siekiant partnerystės su mokytojais. Tėvų ir mokytojų bendradarbiavimas, grįstas abipuse partneryste yra reikalingas ir reikšmingas vaikui su specialiaisiais ugdymosi poreikiais, kuris aprėpia suinteresuotus ugdymo dalyvius, galinčius nulemti ugdymo proceso sėkmingumą. Partnerystė – ugdymo dalyviai (tėvai, mokytojai, švietimo pagalbos specialistai ir kt.) yra atviri vieni kitiems, geranoriškai derina savo požiūrius į vaiko ugdymą, tariasi dėl ugdymo tikslų, turinio, vaiko poreikių tenkinimo būdų. Geras bendravimas ir tarpusavio ryšys yra esminis tikros partnerystės bruožas.Tyrimo rezultatai atskleidžia, jog tėvų, auginančių ikimokyklinio amžiaus specialiųjų ugdymosi poreikių vaiką, požiūriu, poreikis pedagoginiam švietimui siekiant partnerystės yra aktualus, tačiau labai dažnai jis suprantamas kaip tradicinis jų informavimas apie vaiko ugdymą, o ne bendrų veiklų organizavimas, grįstas dialogiškumu ir refleksija. Labai dažnai vyrauja tradicinės tėvų informavimo formos: bendri susirinkimai, individualūs pokalbiai su grupės pedagogu, informacija pateikiama stenduose.Visiems tėvams priimtiniausios pedagoginio švietimo formos yra individualūs pokalbiai su švietimo pagalbos specialistais ir jų konsultacijos.Tyrimas atskleidė, jog ikimokyklinio ugdymo įstaigoje vyksta nuolatinė tėvų komunikacija su pedagogais, tačiau jiems dar labai trūksta nuoseklesnės informacijos apie vaiko pasiekimus, vaiko savijautą, reikalingi praktiniai patarimai. Dažiausiai taikomos pedagoginio švietimo formos – individualūs pokalbiai, konsultacijos, kurios padeda suprasti vaiko raidos, ugdymo sunkumus. Poreikis bendradarbiauti, kuris būtų paremtas partneryste yra didžiulis, tačiau tėvai pageidautų iš pedagogų daugiau iniciatyvos.Tik intensyvus bendradarbiavimas ir partnerystė su tėvais gali užtikrinti kokybišką specialiųjų ugdymosi poreikių vaikų ugdymą
BESIKEIČIANTIS VIDAUS AUDITO VAIDMUO IR PRIDĖTINĖ VERTĖ
No full textOver the past few years, internal audit has re-positioned itself as an influential function within a company, identifying key risks and taking an advisory role to decision-makers, and thus creating added value for the company. This new importance was heightened by the global Covid-19 pandemic and its effect on the economy, the challenging labor market, the events causing disruption to many processes and creating substantial risks.
The study raises a problematic question: what internal audit activities and how do they add value to the company?
The aim of the study is to reveal the changing role of internal audit in creating added value and to provide recommendations for its increase.
Research methods used: analysis and systematization of scientific and normative literature, logical analysis, analysis, comparison and generalization of practical experience of the world\u27s most famous audit companies are used to reveal the functions of internal audit, their changes and creation of added value for the organization. To reveal the changing role of internal audit, research over a 20-year period and insights from recent audit practices are reviewed.
The International Standards for the Professional Practice of Internal Audit provides and researcher uses the following concept of internal audit in this paper: Internal auditing is an independent, objective assurance and consulting activity designed to add value and improve an organization’s operations. It helps an organization accomplish its objectives by bringing a systematic, disciplined approach to evaluate and improve the effectiveness of risk management, control, and governance processes (IIA, 2017). The internal audit activity adds value to the organization (and its stakeholders) when it provides an objective and relevant assurance and contributes to the effectiveness and efficiency of governance, risk management, and control processes.
Traditionally, the internal audit function focused on providing core assurance around business process risk and controls. These responsibilities translate directly into an expectation that internal audit provide assurance that key risks are identified and managed effectively. However, increasingly, management and shareholders\u27 expectations extend beyond this core assurance role in search of greater value — in effect, a greater return for the organization’s internal audit investment. As context for this expanded expectation is a focus on creating added value in an uncertain and often challenging business climate.
The results of the study show that although the functions of internal audit have traditionally remained the same (assurance and consulting activity), their content has changed significantly since the global Covid-19 pandemic.
With increasing market volatility and complexity, internal audit is being asked to deliver deeper insights and value beyond assurance, particularly in the areas of strategy execution, emerging risk, and increasing the use of analytics.
The investigation showed that the main risks that should focus an internal audit and are: Strategic risk; Cybersecurity and data governance risk; Culture, conduct, and compliance risk; Human capital management risk; Sustainability risk.
Developing strong competencies to understand, evaluate these risks is vital for an internal audit team as a means of providing additional value to the stakeholders. Pandemic-related risks and threats drove internal audit to rethink their approaches. The results of research illustrate the increasingly integrated role of IT internal audit leaders are assuming in regard to technology initiatives in their organizations.
As shown by the analysis of the practical experience of the world\u27s leading audit companies and of the scientists\u27 opinions, as a result, such internal audit trends have emerged and innovative techniques have been introduced: artificial intelligence, diagnostics tools, bespoke analytics solutions, soft controls and company culture, a holistic approach to third-party risk management.
The proposed next-generation internal audit model includes three key components (governance, methodology, enabling technologies) and the elements that ensure their operation. Governance component includes: internal audit strategic vision, organizational structure, human resources management, aligned assurance; methodology component includes: continuous monitoring, high-impact reporting, agile audit approach, dynamic risk assessment; enabling technologies component includes: artificial intelligence, machine learning, process mining, automation, advanced analytics. Applying this next-generation internal audit model could provide companies with the greater added value that stakeholders expect from internal audit.Per pastaruosius kelerius metus vidaus auditas tapo ypač įtakinga įmonės funkcija, nustatančia pagrindines rizikas, patariančia sprendimus priimantiems asmenims ir taip kuriančia pridėtinę vertę įmonei. Šį vidaus audito vaidmenį padidino pasaulinė Covid-19 pandemija ir jos poveikis ekonomikai bei įvykiai, trikdantys daugelį procesų ir keliantys didelę riziką.
Atliekant tyrimą keliamas probleminis klausimas: kokios vidaus audito veiklos ir kaip jos sukuria pridėtinę vertę įmonei? Tyrimo tikslas – atskleisti besikeičiantį vidaus audito vaidmenį kuriant pridėtinę vertę ir pateikti rekomendacijas jos didinimui. Tyrimo metodai: mokslinės ir norminės literatūros apžvalga, analizė ir sisteminimas, palyginimas, loginė analizė ir apibendrinimas. Siekiant atskleisti besikeičiantį vidaus audito vaidmenį apžvelgiami 20 metų laikotarpio atlikti moksliniai tyrimai ir pastarųjų metų audito praktikų įžvalgos.
Pagrindiniai tyrimo rezultatai: atskleistas besikeičiantis vidaus audito vaidmuo nuo tradicinių funkcijų vykdymo iki inovatyvių metodų taikymo vidaus audito veikloje siekiant sukurti pridėtinę vertę įmonei; nustatyti kylantys vidaus audito iššūkiai kilus pasaulinei Covid-19 pandemijai; identifikuotos pagrindinės vidaus audito rizikos; atskleistos naujos vidaus audito tendencijos ir pateiktas naujos kartos transformacijas spartinančių strategijų vidaus audito modelis.
Pagrindinės išvados: besikeičiantis vidaus audito vaidmuo reiškia tų pačių tradicinių funkcijų (užtikrinimo ir konsultavimo) atlikimą taikant inovatyvius metodus, labiau integruojant IT bei naujas strategijas siekiant prisitaikyti prie kylančių rizikų (strateginės, kibernetinio saugumo, duomenų analizės ir valdymo, organizacijos kultūros, žmogiškojo kapitalo valdymo, tvarumo); pateiktas naujos kartos vidaus audito modelis apima tris pagrindinius komponentus (metodiką, valdymą ir įgalinančias technologijas) ir jų veikimą užtikrinančius elementus. Šio modelio taikymas galėtų suteikti įmonėms didesnę pridėtinę vertę, kurios suinteresuotosios šalys tikisi iš vidaus audito
PENKERIŲ – ŠEŠERIŲ METŲ VAIKŲ EMPATIJOS UGDYMO VEIKLOS IR METODAI IKIMOKYKLINIO UGDYMO ĮSTAIGOJE
No full textEmpathy is the ability to emotionally respond to the experiences of others and the capacity for compassion. Empathy is not innate; like other moral qualities, empathy has to be developed. The pre-school institution and the educator have an important role to play in the emotional and social development of five- to six-year-old children and in the development of empathy. By following the principles of behaviour and action, empathy and action, the teacher is able to understand the emotional state of the pupils, maintain harmonious relationships; these factors lead to the well-being of each child in the educational institution, where the child can feel part of the community, accepted, safe, respected, and where the conditions for the development of empathy are created. By organising the educational process, selecting and planning the content of education, planning the educational strategy and tasks, combining educational methods and tools, the educator plays a decisive role in the development of the creativity of the pupils, which reveals and shapes the characteristics of the personality of the child and the thinking abilities that are necessary to empathise with the emotional state of another person.
Most Lithuanian and foreign researchers (Malinauskaitė (2011), Jautakytė (2014), Liubertienė, Kunickienė, Kupriūnienė (2015), Hille, Evanschitzky, and Bauer (2015)) reveal the role of the preschool educator in developing empathy in five- to six-year-old children. However, there is a lack of research on the specific activities and methods used by educators to develop empathy in five- to six-year-old children.
Research problem. What are the effective activities and methods used by teachers to develop empathy in five- to six-year-old children in a pre-school institution?
The object of the research – empathy expression of five- to six-year-old children.
The goal of the research – to examine activities and methods for developing empathy in five- to six-year-old children in a pre-school educational institution.
Research objectives:
To theoretically analyse the activities and methods used in the development of empathy in five- to six-year-old children in a pre-school educational institution.
To empirically evaluate the activities and methods used by educators to develop empathy in five- to six-year-old children in a pre-school educational institution.
Methods: scientific literature review, document analysis, structured interview, qualitative data analysis.
The results of the qualitative research show that the informants use different activities or forms of activities to develop empathy in children aged five to six years old. Effective activities include group, social, drama, music and project-based activities, which encourage children to think and make decisions, develop the ability to focus and listen, develop the ability to recognise feelings and express emotions, and enable the development of empathy.
In a pre-school institution, empathy is developed in five- to six-year-old children through role-play, physical play, theatre and music activities. Listening to and discussing fiction and fairy tales, expressing the feelings and emotions they experience, has a positive effect on empathy. The content of animation, chosen by the teacher purposefully, allows children to develop moral values. Shared social activities between children and adults play an important role in the development of empathy. During group work and projects, the interaction between children fosters tolerance and a sense of community, while the analysis of various discussions, situations and programmes teaches children to recognise, understand and regulate feelings and emotions, and to develop empathy.
Structured interviews revealed that the structured organisation of educational activities by pre-school teachers, including artistic, exploratory-investigative and mobile play activities, has a positive impact on the emotional and social development of the child, and creates conditions for the development of empathy. Educators refer to different methods for the development of empathy in five- to six-year-old children: projects, conversations-discussions, didactic games, active-team games, group work, drama, fiction and animation, music, and social cooperation between children and adults. However, teachers rarely use the preventive programme “Zippy\u27s Friends”, which focuses on the development of social-emotional competence. In addition, they do not use the following effective activities and methods to develop the empathy of children: child-initiated role-playing games and the Kimochi emotional intelligence programme.Svarbų vaidmenį penkerių – šešerių metų vaikų emocinei ir socialinei raidai bei empatijos ugdymui turi ikimokyklinio ugdymo įstaiga ir joje dirbantis pedagogas. Straipsnyje tiriamoji problema atskleidžiama teoriniu ir empiriniu aspektu: išanalizuotos veiklos ir metodai, naudojamos penkerių – šešerių metų vaikų empatijos ugdymui, Siekiant išnagrinėti veiklas ir metodus ugdant penkerių – šešerių metų vaikų empatiją, pasitelkti šie tyrimo metodai: literatūros analizė, dokumentų analizė, struktūrizuotas interviu, kokybinė tyrimo rezultatų analizė. Apklausa žodžiu atskleidė, jog informantai taiko įvairias veiklas ar jų formas, ugdant penkerių – šešerių metų vaikų empatiją. Ikimokyklinio ugdymo įstaigoje efektyviausios veiklos yra šios: grupinė, socialinė, vaidybinė, muzikinė bei projektinė. Jų metu ugdytiniai skatinami mąstyti ir priimti sprendimus, ugdomas gebėjimas sutelkti dėmesį ir išklausyti, lavinamas emocijų ir jausmų pažinimas, suvokimas bei jų raiška, sudaromos galimybės empatijos ir tolerancijos vystymuisi. Veiksmingiausi metodai ir priemonės, ugdant penkerių – šešerių metų vaikų empatiją, yra projektai, pokalbiai – diskusijos, didaktiniai, judrieji – komandiniai žaidimai, grupinis darbas, inscenizavimas, grožinės literatūros analizė, muzikinių kūrinių klausymasis