Soočanje strokovnih delavcev z otrokom s sladkorno boleznijo v oddelku vrtca

Jarc, Tjaša (author), Batistič Zorec, Marcela (mentor)

Ob svoji prvi zaposlitvi kot pomočnica vzgojiteljice in spremljevalka otroka s sladkorno boleznijo (SBT1) sem v praksi izkusila, s kakšnimi izzivi se soočajo strokovni delavci vrtca, kadar je v oddelek v vrtcu vključen otrok s SBT1, zato sem se odločila, da bom v svojem diplomskem delu to podrobneje raziskala. V diplomskem delu sem predstavila problematiko otrok s posebnimi potrebami, kamor sodijo tudi otroci s sladkorno boleznijo tipa 1 (SBT1). V nadaljevanju sem opredelila zakonske ureditve oz. pravice otrok s SBT1 v Sloveniji in opisala, na kakšen način poteka njihovo vključevanje v redne oddelke vrtca. Prav tako sem podrobneje predstavila, s kom morajo vzgojitelji sodelovati, kadar imajo v oddelku otroka s SBT1, in kako sodelovanja potekajo. Na koncu teoretičnega dela pa sem opisala tudi pomen poznavanja čustev pri otroku, saj le tako lahko pomagamo otroku s SBT1 in vemo, kako in kdaj ostalim otrokom razložiti posebnosti otroka s SBT1. V empiričnem delu sem s pomočjo polstrukturiranega intervjuja raziskala, kakšne prilagoditve dela so potrebne, ko ima vzgojiteljica v oddelku otroka s SBT1. Predstavila sem, kako potekajo sodelovanja med strokovnimi delavci, ki skrbijo za otroka s SBT1 in kako poteka sodelovanje s starši. Ob tem sem se osredotočila tudi na razumevanje ostalih otrok v oddelku glede otroka s SBT1. Prav tako sem raziskala, kako se je počutil otrok s SBT1 v vrtcu. Ugotovila sem, da je, kadar je v oddelku otrok s SBT1, potrebnega veliko več sodelovanja med strokovnimi delavci vrtca, kot tudi s starši. Analiza intervjujev je pokazala, da je zelo pomembno, da vzgojitelji znajo prepoznati otrokova čustva, saj mu tako lahko pomagajo pri socializaciji in boljšem razumevanju z drugimi otroki, hkrati pa lahko z opazovanjem njegovega (duševnega) počutja predvidijo raven njegovega sladkorja. Najpomembnejša ugotovitev pa se mi zdi, da otroci pokažejo empatijo in skrb za drugega, če jih strokovni delavci k temu spodbudijo, kot se je iz intervjujev izkazalo, da so ostali otroci pomagali otroku s SBT1.

• Language: Slovenian
• Keywords: sladkorna bolezen tipa 1 (SBT1)
• Work type: Bachelor thesis/paper
• Typology: 2.11 - Undergraduate Thesis
• Organization: PEF - Faculty of Education
• Year: 2021
• PID: 20.500.12556/RUL-124948
• COBISS.SI-ID: 48776195
• Publication date in RUL: 02.03.2021

Secondary language

• Language: English
• Title: Pre-school educators dealing with a child with diabetes in the kindergarten department

Abstract

During my first employment as an assistant preschool teacher and a companion to a child with type 1 diabetes (T1D), I experienced in practice the challenges preschool workers are confronted with when a child with T1D is integrated in their class in preschool, so for my thesis I decided to explore this in more detail. In my thesis, I presented the issues concerning children with special needs, including children with T1D. I identified legal regulations and the rights of children with T1D in Slovenia, and described by what means their integration into the regular preschool classes takes place. I also presented in more detail who the preschool teachers must cooperate with when a child with T1D is integrated in their class and how this cooperation should take place. Towards the end of the theoretical part, I also described the importance of understanding emotions of a child, as that is the only way to know how and when to explain the unique characteristics of a child with T1D to other children. In the empirical part, I conducted semi-structured interviews in order to explore what adjustments to the work are needed when a preschool teacher has a child with T1D in their class. I presented how the cooperation between preschool workers, who take care of a child with T1D takes place, as well as the cooperation with the parents. Additionally, I focused on the understanding of other children in the class about the child with T1D and I researched how a child with T1D felt in preschool. I found out that when a child with T1D is in the class, much more cooperation is needed between preschool workers and between preschool workers and the child’s parents. The analysis of the interviews showed that it is very important for preschool teachers to understand how to recognize the child's emotions so that they can help the child with socialization and better cooperation with other children. At the same time they can predict the child’s level of sugar by observing his behaviour and psychological well-being. The most important finding coming from the interviews was that children in the class show empathy and care for a child with T1D if they are encouraged to do so by preschool workers.

• Keywords: type 1 diabetes (T1D)