Odzivi vzgojiteljic in strokovnih delavk na stiske otrok v vrtcu

• Main Author: Sevčnikar, Kaja
• Other Authors: Rapuš Pavel, Jana
• Format: Master Thesis
• Language: Slovenian
• Published: 2017
• Subjects: vrtec; kindergarten; sami
• Online Access: https://repozitorij.uni-lj.si/IzpisGradiva.php?id=89278; https://repozitorij.uni-lj.si/Dokument.php?id=92880&dn=; https://plus.si.cobiss.net/opac7/bib/11475017?lang=sl

Stiske predstavljajo del vsakdanjega življenja. Z njimi se srečujemo tako odrasli kot tudi najstniki in otroci. Najranljivejša skupina pri doživljanju stisk so najmlajši otroci, saj sami še niso opremljeni z mehanizmi za soočanje z njimi. Magistrsko delo se nanša na otroke, ki so vključeni v institucionalno predšolsko vzgojo. V nalogi raziskujem odzive vzgojiteljic in strokovnih delavk pri zaznanih stiskah otrok ter odkrivam pomen preventivnega delovanja vzgojiteljic in strokovnih delavk na tem področju. V teoretičnem delu opredelim otrokov razvoj v predšolskem obdobju in potrebe malčka in otroka v zgodnjem otroštvu. Sledi opredelitev vloge vzgojiteljice in pomen za otrokov razvoj. Nadaljujem z osrednjim delom, ki zajema opredelitev stiske otroka z navedbo in opredelitvijo možnih zgodnjih znakov stisk in opredelitev pojavnosti čustevnih in vedenjskih težav. Sledijo nekatere možne smernice in strategije za soočanje in zmanjševanje stisk otrok ter smernice za prevenitvno podporo tako celotnega sistema vrtca, skupine v vrtcu kot tudi posameznika. Empirični del sloni na kvalitativni raziskavi, v katero je bilo vključenih sedem vzgojiteljic in tri strokovne delavke iz različnih vrtcev po Sloveniji. Zanimalo me je, kako se vzgojiteljice in druge strokovne delavke v vrtcu odzivajo in pristopajo k zaznanim stiskam otrok in izstopajočemu vedenju, katera vedenja zaznajo pri predšolskih otrocih kot najbolj čustveno in vedenjsko izstopajoča ter kakšne so dobre prakse, ki jih uporabljajo vzgojiteljice in strokovne delavke v okviru zgodnje obravnave in preventivnega delovanja pri soočanju s stiskami otrok. Ugotovila sem, da intervjuvanke zaznane stiske otrok in posledično izstopajoče vedenje najpogosteje povezujejo s spremembami in se na njih tudi razumevajoče in previdno odzovejo. Najpogosteje spremembe, ki povzročajo stisko, izhajajo iz primarne družine, nemalokrat pa otroci doživljajo stisko tudi zaradi sprememb pri uvajanju in vstopu v vrtec ter sami skupini v vrtcu. Distress is a part of everyday life. Both adults as well as teenagers and children encounter it. Younger children are the most vulnerable group in experiencing distress, since they haven't yet developed mechanisms to deal with it. My master's thesis is based on children who are enrolled in pre-school education. I am exploring the responses of teachers and professional workers to distress of children and I am also discovering the importance of preventive actions of preschool teachers and practitioners workers in this field. In the theoretical part I have defined the child's development in the preschool period and the needs of toddlers in early childhood. Next I have defined the role of a teacher and its importance for the child's development. The core of my thesis includes identification of a child’s distress with listed possible early signs of distress and definition of emotional and behavioral difficulties. I have listed some possible guidelines and strategies to cope with and reduce distress of children and I have also pointed out a few guidelines for preventive support in the kindergarten system as well as for individuals. The empirical part is based on a qualitative study, which included seven preschool teachers and three from various kindergartens across Slovenia. I was interested to find out how teachers and other practitioners in kindergartens respond to child’s distress, which behaviors they detect to stand out the most and what are the best practices they use to deal with the distress of children in the context of early intervention and prevention. I have found out that the interviewees associate distress of children and, consequently their behavior, most often with changes they see in children. They usually respond sympathetically and carefully to them. Most often distress arises because of changes in the family and often children are experiencing distress as a result of entering kindergarten.