The master thesis deals with changes in children, after being placed in an educational establishment, taking into account three different perspectives - the perspective of children, their parents, foster parents or caregivers, and the perspective of educators.
In the theoretical part of the task, at a conceptual level, I define the basic concepts of the social pedagogical context: the concept of relationship, the concept of structure and the concept of change. Throughout writing, I rely on a constructivist paradigm that emphasizes the interactions between people and their meaning in the life of an individual. Children, who are placed in educational establishments, are embedded in a variety of interactions, which can have a key influence on the course of their development, which I am showing through various theoretical findings.
The empirical part of the thesis was formed using a qualitative methodology. Included are five children, their five parents, foster parents or caregivers and five educators. Conducted interviews cover different areas of children's lives and changes in the mentioned areas, which occurred during the stay in the educational establishment. In the second part of the research, however, I focus on the key treatment factors, to which survey partakers attributed the greatest role in the resulting changes in the life situations of children.
Interviews and their analyses show the importance of multiperspectivity in the treatment of children who are placed in educational institutions. Collected answers namely coincide in the key points, yet still each survey partaker adds some kind of their aspect, which expands the insight into the life situation of a child.
Thus, the research draws attention to the importance and sensitivity of partner cooperation and the participatory, user-oriented social pedagogical work and research.
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