| Abstract | Rana intervencija može vrlo pozitivno utjecati na napredak djeteta s teškoćama u razvoju, stoga je potrebno kvalitetno procijeniti njegove potrebe i mogućnosti. Važno je prihvatiti djetetove teškoće, poticati ga i pomoći mu da razvije strategije za uspjeh te da se i dijete, ali i roditelji i odgojitelji prilagode očekivanjima. Odgojno-obrazovna podrška može se nazvati zaštitnim činiteljem, a ona uključuje podršku najbližih članova obitelji, neformalnu podršku iz okoline i formalnu podršku odgojitelja i stručnih suradnika. U svrhu pisanja ovoga rada provedeno je istraživanje u predškolskim odgojno-obrazovnim ustanovama s područja Krapinsko – zagorske županije, Zagrebačke županije i Grada Zagreba. Cilj ovoga istraživanja bio je ispitati samoprocjenu odgojitelja u redovnim ustanovama za rani i predškolski odgoj i obrazovanje o sustavu podrške djeci s teškoćama u razvoju s naglaskom na kompetencije odgojitelja, strategije podrške koje koriste, prihvaćanju djece s teškoćama u razvoju kao i o individualiziranom pristupu, kada je dijete s teškoćama u razvoju uključeno u redovnu odgojnu skupinu. Rezultati pokazuju da odgojitelji žele uključiti djecu s teškoćama u razvoju u redovne skupine te im omogućiti sudjelovanje u različitim aktivnostima, no sustav u kojem rade ih konstantno koči te im nisu omogućena sredstva i materijali kojima bi mogli isto ostvariti. Također, rezultati su pokazali da su odgojitelji nezadovoljni prilagođenošću prostora, brojem djece u jednoj skupini u kojima su uključena djeca s teškoćama u razvoju, nedostatkom pomoćnika odnosno trećeg odgojitelja te nedostatkom vremena za individualizirani pristup u radu s djecom s teškoćama u razvoju. Zaključno, važno je da se zajedničkom suradnjom svih profesionalaca u dječjem vrtiću povećaju kvaliteta kao i uvjeti rada u odgojnim skupinama, da stručni suradnici pružaju pravodobnu i pravilnu pomoć i podršku, da odgojne skupine budu sastavljene od manjeg broja djece te da dijete s teškoćom u razvoju ima pomoćnika, to jest trećeg odgojitelja. Također, važno je da odgojitelji budu dovoljno educirani i kompetentni za rad s djecom s teškoćama u razvoju kako isto ne bi predstavljalo poteškoće u njihovom radu. |
| Abstract (english) | Early intervention can have a very positive impact on the progress of a child with developmental difficulties, therefore it is necessary to assess their needs and possibilities. It is important to accept the child's challenges, encourage them, and help them develop strategies for success, as well as for the child, parents and preschool teachers need to adjust their expectations too. Educational support can be referred to as a protective factor, encompassing the support of close family members, informal support from the surroundings, and formal support from educators and professional collaborators. For the purpose of writing this paper, research was conducted in preschool educational institutions in the areas of Krapina-Zagorje County, Zagreb County, and the City of Zagreb. The aim of this research was to examine the self-assessment of preschool teachers in regular institutions for early and preschool education regarding the system of support for children with developmental difficulties, with an emphasis on educators' competencies, support strategies used, acceptance of children with developmental difficulties and individualized approach when a child with developmental difficulties is included in a regular educational group. The results show that preschool teachers want to include children with developmental difficulties in regular groups and enable their participation in various activities, but the system in which they work consistently hinders them and does not provide them with the means and materials to achieve the same. Additionally, the results have shown that preschool teachers are dissatisfied with the adaptability of the space, the number of children in a single group where children with developmental difficulties are included, the lack of assistants or third educators, and the lack of time for an individualized approach when working with children with developmental difficulties. In conclusion, it is important for the quality and working conditions in educational groups to improve through the collaborative efforts of all professionals in the daycare center. Professional collaborators should provide timely and proper assistance and support, educational groups should consist of a smaller number of children, and a children with developmental difficulties should have an assistant, namely a third educator. Furthermore, it is essential for educators to be adequately educated and competent to work with children with developmental difficulties in order for it not to present difficulties in their work. |
