Interdisciplinarna suradnja i podrška odgojiteljima u radu s djecom s teškoćama

master's thesis

• Title (english): Interdisciplinary Collaboration And Support Educators In Working With Children With Disabilities
• Author: Stefani Carević
• Mentor: Zlatko Bukvić (mentor)
• Committee member: Goran Lapat (predsjednik povjerenstva)
• Committee member: Tea Pahić (član povjerenstva)
• Committee member: Zlatko Bukvić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2024-07-11, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Psychology

Abstract

Inkluzivan rani i predškolski odgoj i obrazovanje uvjetuje uključivanje djece s teškoćama u redovne vrtićke programe. Kvaliteta inkluzivnog odgoja i obrazovanja ovisi o različitim čimbenicima podrške. Temelj kvalitete leži na individualnom pristupu djetetu, uključenosti djetetu svih važnih osoba, suradnji stručnog tima i odgojitelja, inkluzivnom okruženju te vrednovanju kvalitete inkluzije. Inkluzija djeci s teškoćama omogućuje zajedničko učenje koje osnažuje njihovo učenje i životu u društvu (Bouillet, 2019). Da bi postigli određene ciljeve u radu s djecom s teškoćama, odgojitelji bi trebali primjenjivati odgojne strategije i kroz njih uspostaviti svoj odnos s djecom. Upravo zbog toga, svrha ovog rada bila je ispitati kako odgojitelji procjenjuju vlastite kompetencije u radu s djecom s teškoćama te koje metode u radu koriste. Isto tako, anketnim upitnikom ispitivalo se kakvu podršku odgojitelji dobivaju od stručnog tima i drugih odgojitelja te jesu li zadovoljni podrškom koju dobivaju. Istraživanje se provodilo od siječnja do ožujka 2024. godinu, a u istraživanju je sudjelovalo 301 odgojitelja s područja sjeverne Republike Hrvatske. Rezultati su pokazali da veći dio odgojitelja procjenjuje svoje kompetencije u radu s djecom s teškoćama zadovoljavajućim te da većina odgojitelja pruža odgojno-obrazovnu podršku djeci s teškoćama. Najčešće pripremaju prostor i prilagođavaju poticaje te pripremaju i izrađuju individualizirana sredstva za rad. Nadalje, rezultati istraživanja pokazuju da velik broj odgojitelja često ne dobiva informacije o djeci s teškoćama u skupini te da rijetko dobivaju odgovarajuću podršku stručnog tima. Međutim, veći dio odgojitelja smatra da dobiva odgovarajuću podršku drugih odgojitelja te da su zadovoljni suradnjom s kolegama.

Abstract (english)

Condition for inclusive early and preschool childhood education is the inclusion of children with disabilities in regular kindergarten programs. Quality of inclusive education depends on various factors within support. The foundation of quality lies in the individual approach to the child, the involvement of all the important persons in the child's life, the cooperation of the professional team and educators, in an inclusive environment and in valuing the quality of inclusion. The inclusion of children with disabilities enables joint learning which straightens their learning and their life in society (Bouillet, 2019). In order to achieve certain goals in working with children with disabilities, educators should apply teaching strategies and establish their relationship with children through them. Precisely because of this, the purpose of this paper was to examine how educators assess their own competence in working with children with difficulties and what methods they use in their work with them. The questionnaire also asked what kind of support educators receive from their professional team and other educators, and if they are satisfied with it. The research was conducted from January to March of 2024. The number of participants was 301, all coming from the northern part of the Republic of Croatia. The results showed that the majority of educators assess their competences in working with children with difficulties as satisfactory and that the majority of them provide upbringing-educational support to children with difficulties. Most often, they prepare the space, adjust the incentives and make an individualized education plan for the child. Furthermore, the research results show that a large number of educators often do not receive information about children with disabilities in the group and that they rarely receive support from the professional team. However, the majority of educators believe that they receive adequate support from other educators and that they are satisfied with the cooperation among the colleagues.

• Keywords: djeca s teškoćama. inkluzija; podrška. kompetencije; stručni tim
• Keywords (english): children with disabilities; inclusion; support; competencies; professional team
• Language: croatian
• URN:NBN: urn:nbn:hr:147:445026
• Study programme: Title: Graduate University Study of Early and Preschool Education; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra ranog i predškolskog odgoja i obrazovanja (magistar/magistra ranog i predškolskog odgoja i obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2024-07-23 09:30:32