The thesis explores the role and challenges of preschool teachers employed in hospital departments.
They play an important role in helping children adapt to new circumstances, cope with the hospital
environment, deal with fear and stress, and contribute to their overall well-being. Their role is often
under-researched. In their work with hospitalized children, they face difficult conditions and emotional
burdens, therefore, understanding their role is crucial for improving the pedagogical process and the
well-being of children during hospitalization.
The theoretical part presents several hospital departments in Slovenia, the specifics of working in a
hospital environment, the impact of hospitalization on children, and the importance of play, routine,
and emotional support during treatment. Special emphasis is placed on the role of preschool teachers
in reducing the negative effects of hospitalization, cooperating with healthcare staff and parents and
addressing the challenges they encounter in their work. The theoretical framework highlights that
hospitalization often causes fear, stress, and feelings of insecurity in children, which makes the
presence of preschool teachers important for children's well-being, sense of safety, and easier
adaptation to the hospital environment.
The empirical part is based on qualitative research conducted through semi-structured interviews with
six preschool teachers employed in different hospital departments in UKC Ljubljana. The research
aimed to determine the conditions preschool teachers face while working in hospital settings, how this
work affects their emotional well-being and emotional resilience, how their work differs from work in
regular preschool groups, and what role they play in reducing fear and stress in hospitalized children.
The research results showed that working in a hospital environment requires a high level of flexibility,
adaptability, and cooperation with healthcare staff and parents. Preschool teachers often face spatial
limitations, frequent interruptions during activities due to medical procedures, and emotionally
demanding situations. Despite this, they perceive their work as very meaningful and fulfilling. The
research also showed that they play an important role in reducing fear and stress in children, as
through play, music, puppets, and other activities they provide children with a sense of safety, support,
and normality during hospitalization.
The findings also indicate that work experience significantly contributes to the development of
emotional resilience in preschool teachers. Over the years, they have developed various strategies for
coping with stress and emotional burdens, with support from colleagues, communication with
colleagues and other medical staff, and personal relaxation strategies play an important role.
The diploma thesis highlights the importance of the role of preschool teachers in hospital departments
and the need for greater recognition of their work in the Slovenian environment.
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