Mokytoj\u0173 pasteb\u0117jimai apie tai, kaip \u0161iltas gr\u012f\u017etamasis ry\u0161ys ir galimyb\u0117 bandyti dar kart\u0105 padeda vaikams mokytis.<\/p>\n\n\n\n
Vaikas u\u017estrigo ties d\u0117lione. Jis beveik rado sprendim\u0105, bet dar ne visai. Motyvacija ima bl\u0117sti, kol paskutin\u0117 detal\u0117 \u012fkrenta \u012f viet\u0105 ir pasigirsta linksmas \u201e\u0160aunu!\u201c Vaikas i\u0161 karto nori pabandyti dar kart\u0105.<\/p>\n\n\n\n
Atrodo, tai tik ma\u017ea akimirka: geras \u017eodis, o paskui judame toliau. Ta\u010diau \u0161i ma\u017ea akimirka nuveikia daugiau, nei gali pasirodyti. Ir taip manome ne vieni.<\/p>\n\n\n\n
2021 m. Talino universiteto tyr\u0117jas Abdelsalam Megahed siek\u0117 atsakyti \u012f klausim\u0105, kur\u012f tyliai sau u\u017eduoda daugyb\u0117 t\u0117v\u0173: ar mokymasis \u017eaid\u017eiant ekrane i\u0161 ties\u0173 padeda ma\u017eiems vaikams, ar tik juos u\u017eima? Jis apklaus\u0117 44 ikimokyklinio ugdymo mokytojus, naudojusius ALPA Kids savo grup\u0117se.<\/p>\n\n\n\n
J\u0173 atsakymai buvo steb\u0117tinai pana\u0161\u016bs. Didel\u0117 dalis j\u0173 pasteb\u0117jim\u0173 v\u0117l ir v\u0117l gr\u012f\u017eo prie to, kaip vaikas jau\u010diasi, kai jam pavyksta.<\/p>\n\n\n\n
44 ikimokyklinio ugdymo mokytoj\u0173 pasteb\u0117jimai apie mokym\u0105si \u017eaid\u017eiant.<\/em><\/p>\n\n\n\n
Apklausa siek\u0117 atsakyti \u012f paprast\u0105 klausim\u0105: ar \u017eaisdami vaikai i\u0161 tikr\u0173j\u0173 mok\u0117si, ar tai buvo tik pramoga, atrodanti edukaci\u0161kai?<\/p>\n\n\n\n
Kelet\u0105 m\u0117nesi\u0173 mokytojai naudojo ALPA Kids \u012fprastose veiklose. Pasakodami, kas keit\u0117si grup\u0117je, jie vis kartojo pana\u0161ius dalykus. Vaikai i\u0161liko motyvuoti ir pra\u0161\u0117 \u017eaisti dar kart\u0105 \u2013 net tie, kuriems mokymasis anks\u010diau neatrod\u0117 itin patrauklus. Mokytojai pasteb\u0117jo stipr\u0117jant\u012f \u017eodyn\u0105, geresn\u012f tarim\u0105, dr\u0105sesn\u012f klausym\u0105si, skaitym\u0105 ir ra\u0161ym\u0105. \u0160iuos \u012fg\u016bd\u017eius palaik\u0117 kartojimas ir \u017eingsnis po \u017eingsnio pateikiamas program\u0117l\u0117s gr\u012f\u017etamasis ry\u0161ys.<\/p>\n\n\n\n
Klaidos nustojo atrodyti didel\u0117 problema, nes vaikai gal\u0117jo tiesiog bandyti dar kart\u0105. Mokytoj\u0173 teigimu, jie gerai jaut\u0117si visame procese, o ne nusivildavo d\u0117l vieno neteisingo atsakymo.<\/p>\n\n\n\n
Visi 44 mokytojai nurod\u0117, kad ALPA tur\u0117jo teigiam\u0105 poveik\u012f j\u0173 mokini\u0173 kalbos mokymuisi.<\/p>\n\n\n\n
Ypa\u010d i\u0161siskyr\u0117 dar viena \u012f\u017evalga: 97 % mokytoj\u0173 teig\u0117, kad ALPA gali pad\u0117ti vaikams i\u0161 rusakalbi\u0173 \u0161eim\u0173 mokytis est\u0173 kalbos. Taigi tai buvo ne tik priemon\u0117, pad\u0117jusi visai grupei. Vaikams, kuriems paprastai sunkiau sek\u0117si neatsilikti, ji gal\u0117jo suteikti reikaling\u0105 atram\u0105.<\/p>\n\n\n\n
Dar 93 % mokytoj\u0173 nurod\u0117, kad mokymasis \u017eaid\u017eiant su ALPA veikia ir namuose, ir ugdymo grup\u0117je.<\/p>\n\n\n\n<\/figure>\n\n\n\n
Mokytoj\u0173 apklausos \u012f\u017evalgos: kalbos mokymasis, est\u0173 kalba ir mokymasis namuose bei ugdymo grup\u0117je.<\/em><\/p>\n\n\n\n
Ai\u0161kindami, kas i\u0161 ties\u0173 pad\u0117jo, mokytojai skirtingais \u017eod\u017eiais apib\u016bdino t\u0105 pat\u012f dalyk\u0105: tai, kaip program\u0117l\u0117 reaguoja tuo metu, kai vaikui pavyksta.<\/p>\n\n\n\n
Mokytojai tai siejo su \u0161iltais pagyrimais po u\u017eduoties atlikimo. J\u0173 teigimu, toks gr\u012f\u017etamasis ry\u0161ys suteik\u0117 vaikams daugiau pozityvumo ir pasitik\u0117jimo savimi, stiprino savivert\u0119 ir net \u017eadino susidom\u0117jim\u0105 t\u0173 vaik\u0173, kurie i\u0161 prad\u017ei\u0173 mokytis nebuvo labai link\u0119.<\/p>\n\n\n\n
Vaikas, kuriam mokymasis anks\u010diau ner\u016bp\u0117jo, \u012fsitraukia ne tod\u0117l, kad program\u0117l\u0117 tampa garsesn\u0117 ar greitesn\u0117. Jis \u012fsitraukia, nes ima jaustis galintis.<\/p>\n\n\n\n
\u010cia galima klysti<\/strong><\/h1>\n\n\n\n
Mokytojai pasteb\u0117jo ir dar vien\u0105 ramesn\u012f dalyk\u0105: vaikas gal\u0117jo suklysti ir tiesiog pabandyti i\u0161 naujo. Program\u0117l\u0117 leid\u017eia pakartoti u\u017eduot\u012f tiek kart\u0173, kiek norisi. Mokytojai teig\u0117, kad tai pad\u0117jo vaikams gerai jaustis visame procese, o ne blogai d\u0117l vienos klaidos.<\/p>\n\n\n\n
Tai svarbiau, nei gali pasirodyti. Didel\u0117 ankstyvojo mokymosi dalis priklauso nuo vieno dalyko: ar vaikas pasireng\u0119s bandyti k\u0105 nors sud\u0117tingesnio, suklysti ir pam\u0117ginti dar kart\u0105.<\/p>\n\n\n\n
Mokymosi aplinkoje, kur klaidos n\u0117ra didel\u0117 problema, vaikai da\u017eniau ry\u017etasi bandyti. O b\u016btent bandant ir auga tikrieji \u012fg\u016bd\u017eiai.<\/p>\n\n\n\n
Emocinis dizainas \u010dia atlieka du darbus vienu metu. \u201e\u0160aunu!\u201c sako: \u201eTu gali.\u201c O galimyb\u0117 bandyti dar kart\u0105 sako: \u201eIr nieko tokio, jei dar nepavyksta.\u201c Kartu tai yra nepaprastai draugi\u0161kas b\u016bdas mokytis.<\/p>\n\n\n\n<\/figure>\n\n\n\n
Padr\u0105sinanti mokymosi seka: bandyti, i\u0161girsti \u201e\u0160aunu!\u201c ir dr\u0105siai bandyti dar kart\u0105.<\/em><\/p>\n\n\n\n
Tegul ALPA tampa j\u016bs\u0173 vedliu<\/strong><\/h1>\n\n\n\n
Dalis \u0161io poveikio kyla i\u0161 to, kad vaiko nepadr\u0105sina \u0161altas \u012frenginys. J\u012f lydi ALPA \u2013 program\u0117l\u0117s alpakos persona\u017eas.<\/p>\n\n\n\n
Mokytojai pabr\u0117\u017e\u0117, kad persona\u017eas svarbus, ypa\u010d vaikams i\u0161 kalbini\u0173 ma\u017eum\u0173 \u0161eim\u0173. ALPA balsu paai\u0161kina kiekvien\u0105 \u017eaidim\u0105, o po kiekvienos s\u0117km\u0117s vaik\u0105 pagiria. Vaikui, besimokan\u010diam naujos kalbos, tai pasirod\u0117 svarbiau, nei buvo tik\u0117tasi: ALPA neteisia ir leid\u017eia bandyti neribot\u0105 skai\u010di\u0173 kart\u0173, be spaudimo.<\/p>\n\n\n\n
Kadangi ALPA kalba, ai\u0161kina ir dr\u0105sina tik tiksline kalba, mokytoj\u0173 teigimu, \u017eaidimai i\u0161liko suprantami net vaikui, kuris jos dar nekalb\u0117jo. Tai pad\u0117jo sutelkti d\u0117mes\u012f \u012f klausym\u0105si ir bandym\u0105, o ne pasidavim\u0105.<\/p>\n\n\n\n
Draugi\u0161kas balsas, kuris sako \u201e\u0160tai k\u0105 reikia daryti\u201c, o paskui \u2013 \u201ePuikiai!\u201c, yra sena ir gera mokymo id\u0117ja. Ji veikia, kai j\u0105 i\u0161girstame i\u0161 \u0161ilto suaugusiojo klas\u0117je. Pasirodo, ji veikia ir tuomet, kai plan\u0161et\u0117je vaik\u0105 lydi linksma alpaka.<\/p>\n\n\n\n
Kad pasinaudotum\u0117te svarbiausia \u0161io tyrimo id\u0117ja, program\u0117l\u0117s visai neb\u016btinos. \u201e\u0160aunu!\u201c principas taip pat puikiai veikia prie virtuv\u0117s stalo.<\/p>\n\n\n\n
\u0160tai kelios ma\u017eos id\u0117jos, kurias verta pasiskolinti:<\/p>\n\n\n\n
\n
Girkite pastangas, ne vaik\u0105.<\/strong> \u201eTu nenustojai bandyti, nors buvo sud\u0117tinga\u201c da\u017eniausiai stiprina atkaklum\u0105 labiau nei \u201eTu toks protingas.\u201c Tai vaikui parodo, kad pergal\u0117 yra pats bandymas.<\/li>\n\n\n\n
Padarykite klaidas nuobod\u017eias.<\/strong> Kuo ramiau reaguojate \u012f neteising\u0105 atsakym\u0105, tuo labiau vaikas nor\u0117s pabandyti dar kart\u0105. \u201eBeveik! Pabandyk dar kart\u0105\u201c \u2013 visi\u0161kai pakanka.<\/li>\n\n\n\n
Garsiai pa\u017eym\u0117kite ma\u017e\u0105 pasiekim\u0105.<\/strong> Kai vaikui pavyksta, pasakykite tai. Tas ma\u017eas pripa\u017einimo pli\u016bpsnis yra b\u016btent tai, k\u0105 apib\u016bdino mokytojai.<\/li>\n\n\n\n
Leiskite kartoti.<\/strong> Vaikai m\u0117gsta v\u0117l ir v\u0117l daryti tai, k\u0105 k\u0105 tik i\u0161moko. Tai ne nuobodulys. Tai pasitik\u0117jimo repeticija.<\/li>\n<\/ul>\n\n\n\n
\u010cia n\u0117ra nei spaudimo, nei rezultat\u0173 vaikymosi. Tai b\u016bdas pad\u0117ti vaikui jaustis pakankamai saugiam bandyti ir pakankamai i\u0161did\u017eiam t\u0119sti.<\/p>\n\n\n\n
Jie pasteb\u0117jo, kad paskatinti vaikai labiau \u012fsitraukia \u012f mokym\u0105si. Kai leid\u017eiama klysti, jie dr\u0105siau bando. Kai draugi\u0161kas balsas sako \u201e\u0160aunu!\u201c, jie labiau tiki, kad gali \u012fveikti ir kit\u0105 \u017eingsn\u012f.<\/p>\n\n\n\n
Kai padedame vaikams jaustis gebantiems, saugiems ir palaikomiems, jiems labiau norisi mokytis.<\/p>\n\n\n\n
B\u016btent tam ir kuriama ALPA: ramiai, padr\u0105sinan\u010diai, draugi\u0161kai klaidoms ir kartu su mokytojais, tyr\u0117jais bei psichologais, kurie supranta ma\u017eus vaikus. Kartais galingiausia, k\u0105 mokymosi priemon\u0117 gali pasakyti vaikui, yra pats papras\u010diausias dalykas.<\/p>\n\n\n\n
Ar mokymasis \u017eaid\u017eiant i\u0161 ties\u0173 padeda ma\u017eiems vaikams?<\/strong><\/h2>\n\n\n\n
2021 m. Talino universiteto apklausoje visi 44 ikimokyklinio ugdymo mokytojai nurod\u0117, kad ALPA Kids tur\u0117jo teigiam\u0105 poveik\u012f vaik\u0173 kalbos mokymuisi. Tai mokytoj\u0173 profesin\u0117s patirties steb\u0117jimai, o ne laboratorinis matavimas. Tyrime dalyvavo nedidel\u0117 imtis ir naudota apklausa, tod\u0117l \u0161ias i\u0161vadas geriausia suprasti kaip vertingas pamok\u0173 kasdienyb\u0117s \u012f\u017evalgas, o ne kaip pla\u010diai pritaikom\u0105 prie\u017easties ir pasekm\u0117s \u012frodym\u0105.<\/p>\n\n\n\n
Kod\u0117l pozityvus gr\u012f\u017etamasis ry\u0161ys svarbus vaiko mokymuisi?<\/strong><\/h2>\n\n\n\n
Mokytojai nurod\u0117, kad pagyrimas po u\u017eduoties suteik\u0117 vaikams daugiau pozityvumo ir pasitik\u0117jimo savimi, stiprino j\u0173 savivert\u0119 bei \u017eadino susidom\u0117jim\u0105 t\u0173 vaik\u0173, kurie anks\u010diau mokytis veng\u0117. Padr\u0105sinimas padeda vaikui jaustis geban\u010diam, tod\u0117l jis labiau nori t\u0119sti.<\/p>\n\n\n\n
Kaip ALPA Kids suteikia vaikams gr\u012f\u017etam\u0105j\u012f ry\u0161\u012f?<\/strong><\/h2>\n\n\n\n
Kai vaikui pavyksta, jis i\u0161girsta \u0161ilt\u0105, greit\u0105 pagyrim\u0105 ir mato tokius \u017eenklus kaip \u017evaig\u017ed\u0117s ar balionai. Draugi\u0161kas ALPA alpakos persona\u017eas paai\u0161kina kiekvien\u0105 \u017eaidim\u0105 ir padr\u0105sina vaik\u0105.<\/p>\n\n\n\n
Ar program\u0117l\u0117je vaikams galima klysti?<\/strong><\/h2>\n\n\n\n
Taip. Tai svarbi dizaino dalis. Mokytojai pasteb\u0117jo, kad vaikai gali kartoti u\u017eduotis ir po klaidos bandyti dar kart\u0105. Tai padeda jiems vertinti mokymosi keli\u0105, o ne nusivilti d\u0117l neteisingo atsakymo.<\/p>\n\n\n\n
Ar ALPA Kids gali pad\u0117ti vaikams mokytis antrosios kalbos?<\/strong><\/h2>\n\n\n\n
Apklausoje 97 % dalyvavusi\u0173 mokytoj\u0173 man\u0117, kad ALPA gali pad\u0117ti vaikams i\u0161 rusakalbi\u0173 \u0161eim\u0173 mokytis valstybin\u0117s kalbos. Jie tai siejo su padr\u0105sinan\u010diu persona\u017eu ir ai\u0161kiu gr\u012f\u017etamuoju ry\u0161iu, d\u0117l kuri\u0173 nauja kalba atrodo prieinamesn\u0117. \u0160is rezultatas atspindi mokytoj\u0173 vertinim\u0105, o ne standartizuot\u0173 test\u0173 matavim\u0105.<\/p>\n\n\n\n
\u0160altinio pastaba<\/strong><\/h1>\n\n\n\n
\u0160is straipsnis paremtas Abdelsalam Megahed 2021 m. Talino universiteto magistro darbu \u201eIkimokyklinio am\u017eiaus vaikams skirt\u0173 kalb\u0173 mokymosi \u017eaidim\u0173 poveikis: program\u0117l\u0117s ALPA Kids atvejo analiz\u0117\u201c<\/strong> (angl. Impact of Language Learning Games for Preschool Children Based on the Case Study of Alpa Kids Application<\/em>). Tyrime 2021 m. baland\u012f apklausti 44 ikimokyklinio ugdymo mokytojai i\u0161 37 dar\u017eeli\u0173 ir ikimokyklini\u0173 \u012fstaig\u0173 apie j\u0173 patirt\u012f naudojant ALPA Kids. Tai kokybinis, mokytoj\u0173 patirtimi paremtas tyrimas su nedidele imtimi, tod\u0117l autoriaus nurodytas ribotumas \u0161iame straipsnyje i\u0161laikomas: tyrimo i\u0161vados pateikiamos kaip informuoti praktiniai steb\u0117jimai, o ne kaip visiems atvejams taikomas prie\u017eastinis \u012frodymas.<\/p>\n\n\n\n
Literat\u016bra<\/strong><\/h1>\n\n\n\n
Megahed, A. (2021). Ikimokyklinio am\u017eiaus vaikams skirt\u0173 kalb\u0173 mokymosi \u017eaidim\u0173 poveikis: program\u0117l\u0117s ALPA Kids atvejo analiz\u0117<\/em> (Impact of Language Learning Games for Preschool Children Based on the Case Study of Alpa Kids Application<\/em>) [Magistro darbas, Talino universitetas, Skaitmenini\u0173 technologij\u0173 mokykla].<\/p>\n\n\n\n
Mokytoj\u0173 pasteb\u0117jimai apie tai, kaip \u0161iltas gr\u012f\u017etamasis ry\u0161ys ir galimyb\u0117 bandyti dar kart\u0105 padeda vaikams mokytis. Vaikas u\u017estrigo ties d\u0117lione. […]<\/p>\n","protected":false},"author":10,"featured_media":20023,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[89],"tags":[237,137,206,230,232,231,235,234,233,229,236,207,228,208],"class_list":["post-19504","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized-lt","tag-alpa-kids-3","tag-alpakids-lt","tag-educational-screen-time-lt","tag-edukacines-programeles-vaikams","tag-ekrano-laikas","tag-ikimokyklinis-kalbos-ugdymas","tag-lietuviu-kalbos-mokomieji-zaidimai-3-8-metu-vaikams","tag-mokomieji-zaidimai-3-8-metu-vaikams","tag-padedantis-mokytis","tag-pagyrimas-ir-vaiko-pasitikejimas-savimi","tag-pasirengimas-mokyklai-lietuviu-kalba","tag-power-of-good-job-lt","tag-pozityvus-griztamasis-rysys-vaikams","tag-research-lt"],"yoast_head":"\n
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