| Abstract [eng] |
Relevance and novelty of the research. Child is being educated by two prime institutions. It is family and school. In family environment parents are responsible for this function. In school children are being educated by pedagogues. To ensure child welfare, school teachers have to cooperate with each other. Interpersonal collaboration is not only the exchange of information, providence of assistance, but also comprehension of each other. Pedagogues have to perform plenty of duties: adviser, community, unifier, initiator, intermediator, pupil assistant and ect. In school child encounters diversity of problems and one pedagogue cannot solve all of them. For ensurance of child welfare there is a need to invoke other specialists. Effective actions are guaranteed by overall work of specialists, which needs variety of information, knowledge, and skills. Child welfare includes social welfare, education, protection of health. To warrant complex educational assistance, social support for children, institutional collaboration is necessary. Institutional collaboration gives an opportunity to achieve same goals, enables work, effort combination of several institutions. When analysing child welfare, it is important to ascertain whether pedagogues and Child welfare commission members agree about interpersonal and institutional collaboration in order to ensure child welfare. The object of the research – school pedagogues interpersonal and institutional collaboration. The aim of the research – to reveal school pedagogues interpersonal and institutional collaboration expression in order to ensure child welfare. Objectives of the research: 1 To justify teachers interpersonal and institutional cooperation for the child's welfare. 2 To justify school teachers' interpersonal and institutional co-expression of the study methodology. 3 Identify teachers interpersonal and institutional cooperation in expressions, to the child's welfare, X school. Research data collection methods: analysis of scientific literature used to explain the concept of co-operation, given the interpersonal and institutional cooperation in order to ensure the peculiarities of the child's welfare at school. analysis of the documents used to analyze the child's prosperity Lithuanian policy aspect. quantitative research method - written survey (questionnaire) applied in order to figure out what co-operation scenario applies, in order to ensure the child's welfare at school. qualitative research method - oral interview (partially structured interviews) used to figure out the Child Welfare Commission for cooperation in the script, in order to ensure the child's welfare. Research data analysis: Statistical analysis was performed by analyzing school teachers and child welfare commission provisions of interpersonal and institutional cooperation in order to ensure the child's well-being, the survey results. Processing of data was used descriptive statistics methods. Analyzing partially structured interviews findings applied to the content analysis method. Research results and conclusions. Results of the study revealed that in X school we can see several teachers interpersonal and institutional co-expression patterns in order to ensure child welfare. Pedagogue interpersonal cooperation is achieved, when simple problems of students are solved, where teachers knowledge, experience and information exchange are sufficient. When solving complex problems of students in school institutional cooperation is achieved. Specialists who work in the school environment and institutions which work outside the school contribute to student problem-solving. When analyzing and solving problems of students, comprehensive assistance is often required therefore in school X, pedagogues cooperates with each other and with institutions. |
