| Abstract [eng] |
This work aims to reveal socio-educational support models in pre-school institution. To perform research was selected qualitative research method. It was done theoretical analysis of socio-educational activities and theoretical model in pre-school. During qualitative research method using semi-structured interview were interviewed 15 experts, 10 social educators and 5 educators working in pre-school. Data of research were processed using content analysis method. In the part of study was investigate need of socio-educational support for childrens, parents community, competences of socio-educatots (educators), providing perpective, providing models, point of view of socio-educators and educators. Following qualitative study it was found that socio-educational support in pre school institution is carried out using preventive work: activities with children and children groups, activities with families, communication and collaboration, professional development of social educators. Mainly is focus on children and social skills development. Pre-school community would like that social educators more focus to children welfare, safety, pozitive integration and socialization in the society by promoting the expression of full-fledget personality. Educators expect more help: more attention and concentration in common activities, team work, communication and education of parents. Results of study reaveled socio-educational support areas for improvement: not adapted workplaces, low workloads of socio-educators, lack of National programs, legislation, job descriptions, lack of specialists (psychologist, physical therapist), lack of work methods and measures, lack of programs for improving professional competences skills. Moddeling data of study were created socio-educational support system model which interacts activities, development, environment, structure and main aim of socio-educators. |
