Vaikų vasaros laisvalaikio socialinės, edukacinės, kultūrinės prasmės (teorinis aspektas)

Rūta Šiaučiulienė


Research  background.  Children’s  summer  leisure  as  non-formal  cultural  education  (learning)
environment in Europe and the United States is equally important as learning in a formal, institutionalized
(school) environment. In these countries there is interest in children’s weekend, festive, school (including
summer) vacation, leisure time. Lithuania is the opposite – a formal interest in school, leisure, entertainment
and  children’s  informal  cultural  environment  (after  all,  one  of  these  environments  is  summer  leisure
environment) has not been almost studied. Children’s summer vacation became important because of its long
duration  –  two  / three  months. Most  parents and  children’s  summer  vacation  periods  do  not  coincide, so
adults worry about their children activity during the summer holidays. Then children’s summer leisure is
overlooked, perceived as an adult controlled and proposed activity.  
The aim of the study is to justify social, educational, cultural meanings of children’s summer leisure.  
The object of the study is children’s summer leisure significance.  
Methods: theoretical analysis, meta-analysis.  
Results. The processes of democracy and liberalization occurring in modern society and the declared
philosophy  of  humanism  permit  to  investigate  children’s  leisure  culture  in  summer  as  a  social  and
educational  phenomenon  within  the  contexts  of  ‘free’  (self-)  education  and  the  phenomenon  of  freedom.
Children’s  leisure  culture  in  summer  is  contextualized  as  the  time  disposed  by  children  themselves  and
implicates social and educational meanings. In terms of such conceptions the child becomes an active creator
of his/her leisure culture. The social and educational significance of children’s leisure culture in summer is
perceived  through  the  meanings  attached  by  children  themselves.  Such  interpretational  paradigm  of
children’s  leisure  culture  in  summer  turns  out  to  be  significant  in  creating  new  knowledge  for  educators
(parents, teachers, specialists of non-formal education, etc.). Children’s narrative on summer leisure enables
this  discourse  to  be  accepted  in  the  science  of  education/pedagogy  as  overt/main  rather  than
hidden/secondary one, existing alongside with the discourse created by adults ‘children are immature socio-
cultural individuals, therefore, unable to carry out an activity, which is significant for their (self-)education
and (self)socialization’.

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