A child's motivation to learn is one of the most important factors in planning, organising, implementing, and achieving the child's learning outcomes. The aim of the study is to identify the factors that motivate children in permanent care to learn based on the experiences of professionals, working in family based home.

Qualitative research was conducted for the study using a semi-structured interview method. The research questions were:
1) what factors motivate children in permanent care to learn and
2) how do these factors manifest themselves in practice.

The data obtained during the study were analysed using qualitative content analysis. Qualitative content analysis was performed based on inductive category formation logic based on the study data. The research was carried out in accordance with the principles of research ethics: confidentiality, anonymity, and voluntary participation in the research. The study involved 15 professionals, working in family based home, located in different regions of Lithuania.

The study revealed that the motivation of children in permanent care to learn is determined by the creation of a motivating environment at school and in the family based home and the child's own self-motivation to learn. The creation of a motivating environment at school is associated with getting to know the child and responding to his or her individual needs, the ability of teachers to accept the child as he or she is, the creation and maintenance of positive relationships between teachers and the child, and harmonious relationships between children. In addition, the ability of teachers to interest and encourage the child is of great importance for the child's motivation, emphasizing even the slightest progress of the child, assigning tasks that are not too easy or too difficult, providing feedback on the child's progress and discussing it with the child. The child is also motivated by the timely assistance provided by the teacher in the lesson, and, if necessary, by the assistance provided by educational support specialists. The child is also motivated to learn by consulting him or her, helping them overcome learning gaps and creating conditions for the realization of individual student abilities.

Another important factor in motivating children to learn is creating a motivating environment in the family based home. The above factor is related to the child's diverse knowledge, creating conditions for children to do homework, discussing learning progress and emerging difficulties with the child, close cooperation with the school, emphasising his/her successes and encouraging him/her for his/her efforts and achieved results, and explaining the meaning of learning to the child, teaching the child to rationally allocate time and teaching him/her to take quality breaks when preparing homework, changing activities.

A child's self-motivation to learn is related to his/her understanding of the meaning of learning, linking learning with better future prospects, setting and achieving personal goals for the child, the child's desire to realize himself/herself, his/her satisfaction with activity, and the experience of success.

The study is a part of a project funded by the State Budget titled "Establishment of Centers of Excellence at Mykolas Romeris University," which is implemented under the initiative "Centers of Excellence Initiative" initiated by the Ministry of Education, Science and Sports of the Republic of Lithuania.“

Keywords: Children, motivation, permanent care, education.