Procjena i podrška djetetu s ADHD-om u predškolskoj ustanovi

undergraduate thesis

• Author: Tihana Rajšić
• Mentor: Jasna Kudek Mirošević (mentor)
• Committee member: Jasna Kudek Mirošević (predsjednik povjerenstva)
• Committee member: Božica Vuić (član povjerenstva)
• Committee member: Alenka Mikulec (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; (Chair of Pedagogy and Didactics); Zagreb
• Defense date and country: 2018-10-17, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Specific Pedagogy
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Early Childhood and Preschool Pedagogy

Abstract

Cilj istraživanja je ispitati odgajateljevu kompetentnost za rad s djecom s ADHD-om, upoznati načine rada i aktivnosti koje provode s djetetom te uključenost stručnih suradnika u predškolskoj ustanovi. Istraživanje je provedeno na 59 ispitanika s različitim godinama iskustva u predškolskoj ustanovi od kojih je 83,1 % imalo dijete s tom vrstom teškoće. Rezultati su pokazali da odgajatelji ne prepoznaju u cijelosti simptome ADHD-a koji su navedeni, no provode vrlo dobre aktivnosti i nastoje uključiti svu djecu u međusobnu interakciju i aktivnosti. Poremećaj hiperaktivnosti i deficita pažnje/poremećaj s hiperaktivnošću je vrlo široka dijagnoza koja pokriva mnoštvo simptoma, no osnovna karakteristika je djetetov nemir, potreba za aktivnošću, stalna potrebu za kretanjem, za novim sadržajima, a djetetova pažnja je vrlo kratka. Dijete s ADHD-om može iskazivati hiperaktivnost, nepažnju i impulzivnost, iz kojih proizlaze i podtipovi, a najčešći tip u djece je kombinirati tip ADHD-a. Odgajatelj ima važnu ulogu u djetetovom okruženju te treba prepoznati djetetove potrebe, želje, prilagoditi prostor i aktivnost, zasnovati suradnju s roditeljima i drugom djecom u skupini kako bi se ostvario daljnji napredak.

Abstract (english)

The research goal was to examine preeschool teacher´s competence for working with ADHD- chidren, the way of work and activities which are carried out with the child and involvement of professional associates in the preschool institution. The survey was conducted on 59 respondents with different years of experience in preschool, 83,1% of whom had a child with this type of difficulty. The results have shown that preeschool teachers not fully recognize the ADHD symptoms mentioned, but perform very good activities and try to include all children in their interaction and activities. Hyperactivity Disorder and Attention Deficit/ Hyperactivity Disorder is a very wide diagnosis that covers many symptoms, but the basic characteristic ist he child´s discomfort, the need for activity, the constant need for movement, the new contents, and the attention is very short. A child with ADHD may have difficulty in three different areas: hyperactivity, negligence and impulsiveness, the most common type in children is a combination ADHD types. The preeschool teacher plays an important role in the child´s eniroment and needs to identify the child`s needs, desires, adjust space and activity, establish co-operation with parents and other children in the group to make further progress.

• Keywords: poremećaj aktivnosti i pažnje - ADHD; odgajatelj; suradnja
• Keywords (english): attention deficit hyperactivity disorder – ADHD; preeschool teacher; cooperation
• Language: croatian
• URN:NBN: urn:nbn:hr:147:814636
• Study programme: Title: Undergraduate University Study of Early and Preschool Education; Study programme type: university; Study level: undergraduate; Academic / professional title: sveučilišni/a prvostupnik/prvostupnica (baccalaureus/baccalaurea) ranog i predškolskog odgoja i obrazovanja (sveučilišni/a prvostupnik/prvostupnica (baccalaureus/baccalaurea) ranog i predškolskog odgoja i obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2018-12-10 10:35:12