The master's thesis deals with the role of a social pedagogue with Montessori method expertise in identifying and relieving noticeable anxiety in children. It is based upon the theoretical frame of social pedagogy, Montessori method, as well as anxiety as an internalized form of problems that often remain unrecognized and misunderstood during childhood.
The theoretical part defines the key characteristics of social pedagogy and ways of recognizing emotional and behavioral responses in early childhood. Further on, the theoretical part outlines the characteristics of Montessori method and the competencies that help a social pedagogue with Montessori method expertise to work with children who display signs of anxiety. The main part is intended to define the term anxiety, the factors that influence its occurrence, and the most common forms of anxiety in childhood. Finally, the theoretical frame distinguishes theoretical starting points in the field of early detection, treatment and prevention of anxiety in childhood.
The empirical part uses a qualitative research approach, based on interviews with seven social pedagogues who have also completed training in Montessori method. Findings from semi-structured interviews show that social pedagogues with Montessori method expertise play an important role in early identification of anxiety in a child, understanding the behavior of a child exhibiting anxiety, and responding in the form of assistance and support to the individual facing problems in the peer group. Social pedagogues also make a significant contribution to raising family awareness of anxiety in a child. A comprehensive insight into the identification, intervention and functioning of an anxious child in a peer group and the involvement of the family in the process, provide a wider perspective and open possibilities for early identification and effective resolution of anxiety problems in childhood.
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