Title Ekologiniu sisteminiu požiūriu grįsta ankstyvoji pagalba ikimokyklinėse ugdymo įstaigose /
Translation of Title Support based on an ecological systems approach within institutions of pre-school education.
Authors Kairienė, Daiva ; Ališauskienė, Stefanija
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Is Part of Specialusis ugdymas = Special education.. Šiauliai : VšĮ Šiaulių universiteto leidykla. 2013, Nr. 2, p. 109-122.. ISSN 1392-5369
Keywords [eng] early childhood intervention ; ecological systems approach ; family-centred early support
Abstract [eng] The article is grounded on ecological systems' approach. It was aimed to reveal the theoretical concept of family-centred early support and its' interpretations in practice. The focus was the theoretical conception of family-centred early support and the identification of the structural components of early support to the child and family practice, through the experiences of professionals and pedagogues as research participants. The attitudes of family-centred support are analysed within the paradigms' change process. Data gathered using a semi-structured interview method and qualitative content analysis revealed the structural components of support to the child and family in pre-school education institutions; illustrated and interpreted the experiences of professionals' and pedagogues' in the context of an ecological systems model. A theoretical analysis maintained that family-centred practice is replacing the traditional child-oriented paradigm. Within this context the importance of importance of (non)formal, (non)direct services to the child and family were emphasised. Professionals' support is provided with consideration to the child's environment and his/her functioning, the empowerment of the child and family, emotional and informational support to the family, and the strengthening ofrelationships between parents and the child. The direction of the support was predicted in collaboration with professionals and parents, considering the strengths of the child and family, using resources of the family and the institution, and in creating equal inter-relationships. The experience of professionals and pedagogues shows that practice is still based on a child-oriented philosophy, determined by the specialities of professionals' initial training and the legislation of professional activity.
Published Šiauliai : VšĮ Šiaulių universiteto leidykla
Type Journal article
Language Lithuanian
Publication date 2013