A supportive environment for children with selective mutism in kindergarten is important because the child spends most of his/her time in kindergarten, which can be a difficult place for the child to communicate and express his/her needs. Because of my hypothesis that a stimulating kindergarten environment has an important influence on establishing a good relationship with the child and, consequently, on overcoming the child's fear and distress, I decided to investigate a stimulating kindergarten environment for children with selective mutism.
The research is qualitative and empirical. To gather information, I conducted six interviews with female kindergarten practitioners involved in working with children with selective mutism in the Carinthian region. The non-randomised and opportunity sample consisted of two kindergarten teachers, two assistant kindergarten teachers and two kindergarten social workers. I investigated how the kindergarten responds to the needs of children with selective mutism; how the disorder is recognised and understood by the kindergarten staff; what knowledge, methods and techniques are used in the kindergarten to integrate children with selective mutism into activities; what challenges are faced; and how kindergartens can develop even more supportive environments for children with selective mutism. The results showed that kindergarten practitioners recognise the signs of selective mutism but lack training on selective mutism in their work. Children with selective mutism communicate non-verbally in kindergarten, and practitioners are looking for ways to enable the child to participate in kindergarten activities in an adapted way. They also mention different techniques that have helped to motivate the speech of the child with selective mutism. The children in the ward perceive that the child with selective mutism is not communicating, but they accept them and help them anyway. In addition to the professionals, parents also face challenges when working with children with selective mutism.
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