In this master’s thesis I examined approaches of early intervention teachers to supporting the social-emotional development of preschool children with special needs. The theoretical framework of the study was based in the principles of inclusive social pedagogy. Special attention was given to the concepts of inclusion, participation, dialogue, and the social-emotional development of preschool children with special needs. In addition, the study incorporated understanding of the importance of play (Piaget, 1962, in Vaughn idr., 2003), concept of the zone of proximal development (Vygotsky, 1978; 1966, in Vygotsky, 2016), concept of social modeling (Bandura, 1971), and the importance of learning through experiences in natural environments (Dewey, 1916; Pestalozzi, 1801, in Mendez Reyes in Gonzalez-Rivera, 2025).
In the empirical part of the study, I qualitatively explored the everyday practices of early intervention teachers working with preschool children who have social-emotional difficulties. The research focused primarily on the selection of forms and methods of work used by early intervention teachers within and outside the child’s regular group, as well as on identifying the factors associated with these decisions. The study included six early intervention teachers from six different kindergartens across three Slovenian regions, all of whom provide additional professional support within the programme for preschool children with adapted programme and additional professional support. The research was conducted through semi-structured interviews with the early intervention teachers. Participation was anonymous and voluntary.
Results indicate that early intervention teachers most frequently used form of work within the child’s regular group is in pair or small-group work, whereas outside the child’s regular group they select forms of work in a highly individualized manner according to the needs of each child. The most commonly used methods of work, both within and outside the child’s regular group, are verbal methods, play-based methods, and modeling. Factors associated with the choice of methods, forms, and location of work are diverse, complex, and interconnected. In general, they relate to the child (e.g., the child’s needs and challenges), working environment (e.g., the presence of distracting factors, authentic learning experiences), the professional practice of the early intervention teachers (e.g., planned activities, goals of the lesson), and the professional judgments of other professionals (e.g., preschool teachers and healthcare professionals).
Findings contribute to a deeper understanding of certain aspects of the practical work of early intervention teachers providing additional professional support to preschool children with social-emotional difficulties, while also shedding light on the numerous factors involved in professional decision-making regarding the way support is delivered. This study thus complements existing Slovenian literature and knowledge in this field. It also encourages the development of inclusive strategies that address children’s specific needs, as well as the development of practical tools that can support professionals in managing the challenges associated with working with preschool children who have social-emotional difficulties.
|
