Santrauka:
Darbe analizuojama tėvų ir pedagogų sąveikos įtaka preišmokyklinio ugdymo vaikų pažinimo kompetencijai. Tyrimo rezultatai parodė, kad mažai tėvų žino, kas yra pažinimo kompetencija ir, kad tėvai neaktyviai dalyvauja vaiko ugdyme.
Description:
Identification of the problem / relevance of the research. According to S. Burvytė (2015), parents are responsible for enabling a child to develop his/her personality, and educators have to help parents and a child, both by providing information about a child and by encouraging children, and sometimes by enabling parents to treat a child properly. According to A. Šimelionienė (2015), the results of many studies of the last decade show that as early and more actively parents engage in a child's education process, the better the learning outcomes are achieved by their children. A problem is - what harm could occur in the absence of interaction between parents and educators in child's education?
The object of the research - the importance of interaction between parents and educators in developing cognitive competence of pre-school children.
The aim of the research - to reveal the interaction between parents and educators in developing cognitive competence of pre-school children.
Objectives of research:
1. To theoretically justify the importance of parents and educators interaction in developing children’s cognitive competence. 2. To carry out a quantitative and a qualitative research of parents and teachers in order to find out the parents and educators’s interaction in developing cognitive competence of preschool children. 3. Based on the results of the research to plan and implement an educational project in a preschool education group.
Research methods:
1. Analysis of scientific literature and documents to reveal the interaction between parents and educators in developing cognitive competence of pre-school children. 2. Survey (written) for parents and survey (oral) for educators to find out the interaction between parents and educators in developing cognitive competence of pre-school children.
Conclusions: research findings have shown that only few parents know what cognitive competence is and that parents are not actively engaged in child’s education.
