Title Emocionalna regulacija djece predškolskog uzrasta: odgojiteljska perspektiva Title (english) Emotion regulation of preschool children: educator's perspective Author Ivona Grubišić Mentor Tea Pavin Ivanec (mentor)Mentor Paula Pedić Duić (sumentor)Committee member Martina Gajšek (predsjednik povjerenstva)Committee member Tea Pavin Ivanec (član povjerenstva)Committee member Paula Pedić Duić (član povjerenstva)Granter University of Zagreb Defense date and country 2024-09-17, Croatia Scientific / art field, SOCIAL SCIENCES Scientific / art field, SOCIAL SCIENCES Abstract Emocionalna regulacija u predškolskoj dobi ključna je za cjelokupni razvoj djece, a budući da djeca veliki dio vremena provode u vrtiću, cilj istraživanja bio je ispitati perspektivu odgojitelja o važnosti nekih aspekata emocionalne regulacije. Kroz pet polustrukturiranih intervjua s odgojiteljima iz dvaju vrtića, istraženo je njihovo shvaćanje važnosti emocionalne regulacije, njihove reakcije na dječje neugodne emocije te način na koji doživljavaju povezanost obiteljskog okruženja s emocionalnom regulacijom djece. Na temelju transkripata intervjua provedena je tematska analiza. Rezultati pokazuju da odgojitelji prepoznaju važnost emocionalne regulacije koja je usko povezana s podrškom obitelji i okoline. Djeca koja uspješnije reguliraju emocije razvijaju kvalitetnije socijalne interakcije i odnose s vršnjacima, dok individualne razlike u regulaciji emocija pripisuju temperamentu, osobinama ličnosti i dinamici unutar obitelji. Reakcije odgojitelja na dječje neugodne emocije uključuju različite strategije kao što su postavljanje jasnih granica i pravila, prepoznavanje i imenovanje emocija te pružanje podrške i utjehe tijekom procesa izražavanja neugodnih emocija. Po potrebi, odgojitelji u tom procesu koriste i različite „distraktore“ poput crtanja, igranja ili fizičkih aktivnosti, ali i fizički odijeljenih prostora kao što su „kutak za smirenje“ ili „kutak za ljutnju“. Odgojitelji također primjećuju da djeca koja svjedoče obiteljskim konfliktima često imaju poteškoće u regulaciji emocija, što se može manifestirati kroz agresivno ponašanje, potiskivanje emocija ili socijalno povlačenje. S druge strane, roditelji su model i postavljaju povoljne uvjete za uspješno razumijevanje i izražavanje emocija. Odgojitelji primjećuju da svaka promjena u obitelji, pozitivna ili negativna, može utjecati na dječje emocionalno stanje. Posebno u takvim situacijama, djeci se treba pružiti dodatna podrška kako bi se suočila s novom životnom situacijom i prihvatila je. Dobiveni rezultati dio su iskustva ispitanih odgojitelja te mogu pomoći odgojiteljima i roditeljima u podržavanju emocionalnog razvoja djece.
Abstract (english) Emotional regulation at preschool is crucial for the overall development of children. Since children spend a significant amount of time in kindergartens, this research examined educators' perspectives on the importance of some aspects of emotional regulation. Through five semistructured interviews with educators from two kindergartens, the study explored their understanding of the importance of emotional regulation, their responses to children's negative emotions, and their perception of the connection between the family environment and children's emotional regulation. A thematic analysis was conducted based on the interview transcripts. The results show that educators recognize the importance of emotional regulation, which is closely linked to family and environmental support. Children who regulate their emotions more effectively develop higher-quality social interactions and relationships with peers, while individual differences in emotion regulation are attributed to temperament, personality traits, and family dynamics. Educators’ responses to children's negative emotions include various strategies, such as setting clear boundaries and rules, recognizing and naming emotions, and providing support and comfort during the process of expressing negative emotions. If necessary, educators use different "distractors" in this process, such as drawing, playing, or physical activities, as well as physically separated spaces like a "calm-down corner" or an "anger corner." Educators also observe that children who witness family conflicts often struggle with emotion regulation, which can manifest as aggressive behavior, emotional suppression, or social withdrawal. On the other hand, parents serve as models and create favorable conditions for successful understanding and expressing emotions. Educators note that any change in the family, whether positive or negative, can affect the child’s emotional state. Particularly in such situations, children need additional support to cope with the new life situation and accept it. The obtained results reflect the experiences of the interviewed educators and can assist both educators and parents in supporting the emotional development of children.
Keywords
emocije
regulacija
razvoj
odgojitelj
Keywords (english)
emotions
regulation
development
educator
Language croatian URN:NBN urn:nbn:hr:147:085645 Study programme Title: Undergraduate University Study of Early and Preschool Education Type of resource Text File origin Born digital Access conditions Open access Terms of use Created on 2025-01-09 09:23:18
