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Prepoznavanje in odziv vzgojiteljev ter strokovnih delavcev na težavno vedenje otrok v predšolskem odbobju : magistrsko delo
Pavli, Neža (Author), Zorc-Maver, Darja (Mentor) More about this mentor... This link opens in a new window

URLURL - Presentation file, Visit http://pefprints.pef.uni-lj.si/id/eprint/4980 This link opens in a new window

Abstract
V magistrskem delu bom raziskovala, kako vzgojitelji/-ce in strokovni delavci/delavke prepoznavajo težavno vedenje v vrtcu in kako se nanj odzivajo. Teoretičen del bo sestavljen iz predstavitve čustvenih in vedenjskih težav otrok, težavnega vedenja otrok v vrtcu in iz predstavitve možnih odzivov oz. intervencij na težavno vedenje. V Dopolnitvah za delo z otroki z motnjami vedenja in čustvovanja so kot najbolj očitne težave otrok pri vedenju in čustvovanju naštete telesne težave in motnje (motnje hranjenja, izločanja, spanja, težave z dihanjem, alergije in bolečine po telesu), navade in razvade (sesanje prstov, grizenje nohtov, vrtenje las, škripanje z zobni ali motorične navade – t. i. ritmično in samodestruktivno praznjenje, kot so pozibavanje, masturbiranje, tolčenje z rokami, butanje z glavo ob zid ipd.), emocionalni in vedenjski znaki neustrezne prilagoditve (pretirana ali pasivna trma, togotni izbruhi, razdražljivi oz. nevarno agresivni otroci, včasih so takšni otroci tudi cmeravi, pretirano plahi, izražajo številne strahove, ljubosumnost, so težko predvidljivega vedenja, nesmotrno aktivni itd.), težave in motnje kontaktov (samotarstvo, izogibanje vrstnikom, nevključevanje v igre, slabo komuniciranje, strah pred odraslimi, plahost pred vrstniki, promiskuitetni odnos, lahko pa tudi nikoli ali skoraj nikoli ne upoštevajo navodil, dogovorov, opozoril, neprestano nagajajo vrstnikom, izzivajo, grizejo ipd.) (Navodila h kurikulu za vrtce v programih s prilagojenim izvajanjem in dodatno strokovno pomočjo, 2003). Nerazumevanje tovrstnih težav in možnih vzrokov za njihov nastanek je predvsem pri vzgojiteljicah pogost pojav. Odnos do težavnega vedenja je še vedno pogosto odklonilen, kar pri otrocih predstavlja še dodatno slabo izkušnjo z odraslimi v okolju. Nepravilen odziv oz. neodzivanje na takšno vedenje pa lahko težave pri otroku še poglablja. V teoretičnem delu bom torej pisala o tem, kateri so varovalni in ogrožajoči dejavniki za pojav težavnega vedenja, na kaj je treba biti pozoren pri pojavu težavnega vedenja pri otroku, katera so tista težavna vedenja, ki jih je treba posebej obravnavati, in na kakšne načine se lahko na določena vedenja odzovemo. V empiričnem delu bom s pomočjo zbiranja podatkov preko intervjujev raziskovala, kako vzgojiteljice in strokovne delavke razumejo pojem čustvene in vedenjske težave, katera vedenja ocenjujejo kot težavna, kako se nanje odzovejo, kje bi potrebovale dodatno podporo in s čim na njihov odnos do problematike vpliva klima vrtca. Vzorec bo sestavljen iz vzgojiteljic, pomočnic vzgojiteljic in strokovnih delavk (izvajalk dodatne strokovne pomoči in svetovalnih delavk). Rezultati, dobljeni z analizo oz. kodiranjem intervjujev, mi bodo v pomoč pri oblikovanju smernic za vzgojiteljice in strokovne delavke, ki se pri delu v vrtcu soočajo s težavnim vedenjem otrok.

Language:Slovenian
Keywords:čustvene in vedenjske težave, težavno vedenje, socialni in čustveni razvoj, odzivanje na težavno vedenje
Work type:Master's thesis/paper (mb22)
Tipology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Year:2018
Publisher:[N. Pavli]
Number of pages:64 str.
UDC:373.2:159.922.76-056.49(043.2)
COBISS.SI-ID:11915593 This link opens in a new window
Views:554
Downloads:166
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Secondary language

Language:English
Title:Preschool teachers and proffesionals recognising and responding to challenging behaviour of preschool children
Abstract:
This Master thesis demonstrates the way preschool teachers and professionals identify challenging behaviour and how they respond to such behavior. The theoretical part consists of the introduction with emotional and behavioral problems of children, challenging behaviour of preschool children and presentation of possible responses and interventions in case of such behaviour. The most evident problems in behaviour and emotion are – according to the article of Additionals for working with children with emotional or behavioral disorder – physical problems and disorders (eating, secretion and sleeping disorders, breathing problems, allergies and body pains), habits (finger suction, biting nails, hair wrapping, bruxism or motoric habits – rhythmical movements such as rocking, masturbation, beating with hands, beating with head, etc.), emotional and behavioural signs of unsuitable adjustment (excessive or passive stubbornness, rage outbreaks, irritable or aggressive children, sometimes whimpering, over shy, expressing fears, jealousy, their behaviour can be unpredictable, etc.), problems and disorders with relationships (solitary, avoiding peers, not integrating in play, poor communication, fear of adults, shy with peers, promiscuous attitude, or they can never abide rules, agreements, warnings, they are teasing peers, provoking, biting, etc.) (Navodila h kurikulu za vrtce v programih s prilagojenim izvajanjem in dodatno strokovno pomočjo, 2003). Misunderstanding this sorts of problems and possible causes for their origins is a common phenomenon among preschool teachers. It still often happens that relations to challenging behaviours are more negative, which gives children additional bad experience with adults surrounding them. Incorrect or lack of response to such behaviour can deepen children’s problems. The theoretical part of the following thesis presents protective and threatening factors for challenging behaviour to occur and what needs to be considered in case of this happens. It is also pointed out which challenging behaviours we need to deal with special care and what are some possible responses to such behaviour. The empirical part consists of research on how preschool teachers and professionals understand emotional and behavioural problems, what kind of behaviour they acknowledge as challenging, how they respond to it, what they would need help or support with and how does the kindergarten atmosphere influence on their relation to this issue. The research is further supported by six interviews with three preschool teachers and three professionals. Results acquired by analysis and encryption of interviews will help formatting guidelines for preschool teachers and professionals who confront challenging behaviour of children in kindergarten.

Keywords:pre-school child, behaviour disorder, predšolski otrok, motnje vedenja

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