Abstract:

The studies demonstrate that the health of Lithuanian children is deteriorating every year, therefore, in order to develop health competences in children at school, the cooperation of all the participants of health promotion at school is important. The objective of the study is to reveal the expression of cooperation at school when developing health competences in pupils. The problematic question of the study: What kind of cooperation is there at school when developing health competences in pupils? Qualitative research type was chosen for the study. In the study, the method of a semi-structured interview was used. 14 pedagogues participated in the study.

The study revealed that cooperation, when developing health competences in pupils, finds its expression at school in: the cooperation of all the teachers working with a particular form, the cooperation of only a few teachers working with a particular form, when implementing an integrated health promotion programme, the cooperation of a form tutors with pedagogues and educational assistance specialists, the cooperation of the entire school community in project activity, the mutual cooperation of children (children to children) and when a local community implements projects together with the school community. The study highlighted the advantages and disadvantages of every form of cooperation. When all the teachers working with a particular form cooperate the positive outcome is that pedagogues have an in-depth knowledge of pupil problems, are able to provide an immediate response to questions children are interested in, and the attitude of children towards health as a value is formed more easily. The following drawbacks of cooperation came to light: when certain themes remain undiscussed, when certain pedagogues lack special knowledge regarding health protection and promotion, pedagogues prioritise the subject they teach and not the development of health competences in pupils. When only a few teachers working with a particular form cooperate a programme is implemented consistently, is coordinated easily and the needs of children are taken into account. In this case, the negative outcome is that other pedagogues divest themselves of the implementation of health promotion programme, there are instances when teachers implementing a health promotion programme lack knowledge and time to discuss health promotion issues in a lesson. When a form tutor cooperates with other teachers and educational assistance specialists it is easy to discuss urgent issues which are of interest to pupils impromptu and prevent the emergence of harmful habits. However, not all the form tutors have sufficient amount of knowledge to implement this programme and due to various organisational matters they lack time to implement a health promotion programme. Project activity based on the cooperation of all school community is characterised by common agreements and obligations, well prepared specialists are engaged, however, there is no continuity after the implementation of project activity. When a school community involves their local community in the implementation of projects, health-friendly environment is created in the community, in which it is easier for children to acquire health-friendly skills, habits and value-oriented attitudes.

Keywords:

Health competences, children, school, cooperation.