POSSIBILITIES FOR DEVELOPMENT OF SOCIAL EDUCATION AND SOCIAL EDUCATIONAL SERVICES FOR A FAMILY AT CHILDREN’S DAY CARE CENTRES

socially disadvantaged family as a community where minors are growing, where at least one parent is dependent, due to the lack of social skills cannot take proper care of children, abuses them psychologically, physically or sexually and uses state support not for family interests, which results in the risk for children’s physical, mental, spiritual, moral development and safety, while the socially disadvantaged child is perceived as vagrant, mendicant, truant, as a drug abuser, engaged in criminal activities, as a minor who has experienced or may experience violence and whose self-development and participation in public life for these reasons is limited. According to the data of the Department of Statistics of the Republic of Lithuania,


POSSIBILITIES FOR DEVELOPMENT OF SOCIAL EDUCATION AND SOCIAL EDUCATIONAL SERVICES FOR A FAMILY AT CHILDREN'S DAY CARE CENTRES
learner's interests and needs, providing conditions for the child to grow in families, developing accessibility of timely preventive and comprehensive support and services in order to reduce social exclusion and ensure quality of social education and services.promotion of social inclusion and assurance of the child's right to grow up in a favourable family.To achieve this, activities of children's day care centres in municipalities were developed, providing out-patient social and educational services for children growing up in socially disadvantaged families, for their families, developing natural social support network.Implementing the programme 'Risk Group Children and Youth' under the European Economic Lithuania and other countries, it is intended to develop activities of child and youth day care centres, inclusion of socially disadvantaged families in the social network.Child day care centres belong to the that determined establishment of day care centres were the relative increase of socially Implementation of the said programmes, development of social education and services and start respecting themselves, they are involved into meaningful activities, their value orientations are changing, manifestations of antisocial behaviours are decreasing, parents begin taking better care of children, day care centres provide consultations of professionals (social educator, social worker, special educator, psychologist), all of it resulting in improvement day care services for children and additional services for socially disadvantaged families, meeting the child's main needs, which have not been met in the family, and providing support for the family, improving parenting skills.Children's day care centres provide conditions for children's socialisation, involving them in useful and interesting activities, assistance for children from socially disadvantaged families and their family members to change value orientations, broaden their horizons, acquire social abilities, adapt in the society, providing psychologists', social educators', social workers' and medics' support.In day care centres children from socially disadvantaged families have the possibility to self-develop, become active participants of public processes.One or another activity in itself does not yet mean social participation socially disadvantaged families often do not have a possibility to participate in this activity due to material deprivation, negative opinion of educators and the public, aggravating involvement in the education and upbringing system, after-school activities, limiting the positive leisure, et al.) analyzing social educational support possibilities for children from socially disadvantaged families, social inclusion of these families, development of social and educational support, do not arouse any doubts as to meaningfulness of activities of children's day care centres, seeking learners' positive socialization, inclusion of families of these children into social networks and successful integration into the social cultural space.
These and other questions form the problem area of the article, aiming possibilities of development of social education and educational professionals representing different areas and working in children's day care centres were comments were considered.
. To analyse the opinion of professionals working at in ), directly communicating with informants.The interviews were conducted giving openended questions that did not limit possible answers according to assessment areas foreseen by The content of responses, which formed the basis of the study, was grouped according the frequency of meaningful statements of the category.During the course of the study the attitude of professionals working at these centres (social educators, social workers, special educators) towards peculiarities of social and educational activities carried out at children's day care centres and their development possibilities had to disclose itself.Research data were organised applying the content analysis method, employing the open coding procedure ( diagnostic areas, answers according to their meaning were grouped into categories, frequency is necessary to detect characteristic, typical structural units in the content of analysed texts.Respondents (professionals of various areas working in children's day care centres) were selected applying targeted sampling.All respondents have higher education and have worked in children's day care centres employ at least for two years.
Qualitative research data were validated using expert method ( categories characterising them and illustrating statements.The expert's analysis was followed by essential comments (naming and revision of diagnostic areas, regrouping and highlighting of certain illustrating statements, distinguishing and highlighting of 'provided' and 'to-beof empirical qualitative research data, quality of interpretation and presentation of results.The need of artistic education 8 The need of doing homework as perception of duty 8 The need of public activity as positive socialisation The need of physical education Analysing the assessment of the organisation of the educational process, it is revealed that informants treat as an important trend of activity (both as that the most successful work could take place in the presence of child welfare professionals ( ) and other professionals, volunteers, who are able .It is noticed that seeking educational success additional work is done with worse learners while talented children are not given any atten-highlighted the necessity .Expressing their opinion about development of took place every day ( ) and must be both theoretical and practical.In informants' opinion, learners of children's day care centres both with (separately with boys and girls) and with , who often lack these skills themselves and do not create conditions for children at home to acquire such skills.
Research data show that (N=8) is because other activities are done in parallel, , there is a lack of premises, often everything takes place in the same room.Specialists treat this activity as a measure for developing the sense of duty.Children's day care centre specialists state that they work a lot but believe that they are doing what school teachers have not done.No secret that teachers' attitude to children from socially disadvantaged families is often negative, hindering learners to get additional support and avoid learning gaps.
The analysis of informants' opinion about (N=8) shows that this kind of education and activities ( ) take place at day care centres, children visit .It is desirable that the person responsible for these activities should work at the institution on a permanent basis.Often such type activities are the only self-expression possibility for learners of day care centres, which develops imagination, According to informants, (N=8) possibilities at day care centres are quite limited.Assessing the current situation, research participants state that in most cases swers most often mean that there are no possibilities for games that require space.Specialists believe that physical education is necessary because chilhardly afford even modest facilities.However, it is always worth attempting.
The social development process carried out at children's day care centres should be treated as a constituent of holistic education, in which all participants of the educational process (school, family, community, etc.) are important.Seeking inclusion of socially disadvantaged families and their children in public changes, successful social development, it is important to seek positive changes in the said areas, including the activities of day care centres.The latter, organizing activities with learners, should involve child welfare specialists, representatives of creative occupations, family members, volunteers to develop children's cognitive, artistic, domestic, social, physical abilities.Such perception of constituents of social education and support highlights the importance of the participants of the educational process and enables to seek their inclusion in the development of the socialization process and key trends of socioeducational work with socially disadvantaged families (Table 2).assessment of the situation and need The need of cooperation with other institutions (education, social) Emphasis on home visits as a measure of support and prevention The need of organisation of parents' permanent self-help groups An important trend of activities of children's day care centres, which should be given special attention, is socioeducational work with the family, because it is one of the most important systemic-structural constituents of social education and support, affecting formation providing socioeducational support is organisation of individual support for the family both The study also discloses the need of cooperation with the social, educational and upbringing institutions and the need of organising constantly operating self-help groups for parents parents' (self-)involvement in the process of organization and provision of support, this way increasing parental responsibility for assurance of their own and children's life quality.certain social educational needs treat professionals as omniscient, as saviours and the very professionals rarely resist this approach, taking the position of the only expert of the situation.dominating, others obey, resulting in a tendency to pass all the initiative of the child's education create preconditions to understand '… ... ' and this might encourage the very parents to take the initiative and responsibility for their lives, for their children's education, assurance of quality of life.It is also important to note that expressing demonstrate monitoring and power possessing position.Professionals perceived home visits more as a preventive measure, as an opportunity to get to know the family, in no way violating grounded on parity based interaction, when both sides are treated as knowledgeable, able and creation of preconditions for the child's positive socialization.socioeconomic conditions and high migration the number of socially disadvantaged families and children growing in them remains relatively stable with a negligible downward trend.It by perception of constituents of social education and support, highlighting the importance of participants of the educational process (children, family members, school, community, etc.) and enabling to strive for their inclusion in the development of the socialization process.In this respect, the development of social education and socioeducational services in the community, children's day centres remains important.These processes can be ensured by aforementioned socioeducational initiatives of communities of educational and upbringing institutions, involving vulnerable social groups, particularly children into this process.
State documents provide for development of education, social and educational services, support for the learner, prioritising children from socially excluded groups and socially disadvantaged families.Implementing ideas provided in these documents, it was sought to reduce social exclusion, increase social inclusion and ensure the child's right to grow up in the family.Therefore, the activities of children's day care centres, providing out-patient social and educational services for children growing up in socially disadvantaged families, where they The social education process carried out at children's day care centres should be treated as a part of holistic education, in which all participants in the educational process (school, family, community, etc.) are important.To achieve inclusion of socially disadvantaged families and their children into public changes, successful social education, it is important to seek positive changes in the said areas, including the activities at day care centres.The latter, organising activities with children, should involve child welfare specialists, representatives of creative occupations, family members, volunteers, develop children's cognitive, artistic, domestic, public, physical abilities.
An important trend of activities of children's day care centres, which should be given particular attention, is empowering socioeducational work with the family.The family is one of the most important structural-systemic constituents of social education and support, affecting personality formation.It is often the case that the family with socio-educational needs treat professionals as omniscient, as saviours and the very professionals rarely oppose this approach.Such paternalistic support model presupposes that the whole initiative is given to professionals and at the same time discourages the very family to take responsibility to professionals emphasize the importance of both cooperation with the family, its inclusion and organisation of self-help groups, where the very parents, hearing out other parents, would create possibilities to identify the needs of their family and possibilities of meeting these decisions rather than develop the chain of relationships dependent on professionals.
. SAGE Publications.These and other questions form the problem area of the article, aiming possibilities of development of social education and educational services at data collection method was selected (semi-structured ), directly communicating with informants.

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development of social education, educational services (educational process, leisure, material present only some assessment areas in the article.One of them is organisation of the social assessment of the situation and need for individual work with the child The need of practical, educational classes The need of development of personal hygiene skills The need of development of domestic abilities 8 children from socially disadvantaged families provided at children's day care centres and possibilities of development of these services in the aspect of family members' social inclusion.Implementation of child's right to grow up in a favourable family.To achieve this, activities of children's day care centres in municipalities were developed, providing out-patient social and educational services for children growing up in socially disadvantaged families, for their families, developing natural social support network.Child day care centres belong to the educational support possibilities for children from socially disadvantaged families, social inclusion of these families, development of social and educational support, do not arouse any doubts as to meaningfulness of activities of children's day care centres, seeking learners' positive socialization, inclusion of families of these children into social networks and successful integration into the social cultural space.