The thesis entitled The role of the educator in the emergence of stubbornness in the preschool period is divided into a theoretical and an empirical part. In the theoretical part there are presented behavioral outbursts and stubbornness phenomena, the differences between them, the description of the period of stubbornness phenomena and there is a description of causes for stubbornness. The role of the educator in the case of stubbornness in the preschool period is described, presented are the methods for educators on how to react when the event of stubbornness occurs, as well as the methods of reducing and alleviating the occurrences of stubbornness. Stubbornness is conditioned by development, so it is difficult to completely avoid the phenomenon of stubbornness, and it is expressed with greater or lesser intensity in individuals. It is extremely important for educators to know the period of stubbornness and to know the causes for the appearance of stubbornness, because only this way can a professional worker choose appropriate methods of dealing with the appearance of stubbornness.
In the empirical part of the diploma thesis, the results of the interviewed educators are presented about the role of the educator in the appearance of stubbornness in the preschool period. I wanted to find out how educators in kindergartens react or deal with outbursts of stubbornness in preschool children and what methods they use to calm the child when stubbornness appears. I was interested in how educators reduce or alleviate the occurrence of stubbornness in children in the department and what is the role of the educator in general when stubbornness occurs. The obtained answers are summarized, connected, and supported by professional literature. Based on the obtained results, we can conclude that responding appropriately when stubbornness occurs is one of the most important roles of an educator. The methods that are used vary according to the situation and the individual child.
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