Značaj pružanja nježnosti i ljudskog dodira u ranoj i predškolskoj dobi

undergraduate thesis

• Title (english): The Importance of Providing Tenderness and Human Touch at an Early and Preschool Age
• Author: Paula Sambolić
• Mentor: Predrag Zarevski (mentor)
• Committee member: Lana Jurčec (predsjednik povjerenstva)
• Committee member: Staša Kukulj (član povjerenstva)
• Committee member: Predrag Zarevski (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; (Chair of Psychology); Zagreb
• Defense date and country: 2019-09-17, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Psychology; Developmental Psychology

Abstract

Djeca su osjećajna stvorenja i kao takva svijet doživljavaju kroz osjećaje. Svako dijete govori pet jezika ljubavi: nježan dodir, izražavanje priznanja i podrške, kvalitetno vrijeme, darovi i djela skrbi – od kojih samo jedan može biti primarni jezik (Chapman i Campbell, 1997.). Primarni jezik onaj je koji dijete najbolje razumije i preko kojeg se djetetov emocionalni rezervoar najlakše i najbolje puni. Ljubav se mora izraziti bezuvjetno i na jeziku koji dijete razumije, u suprotnom dijete će emocionalno, socijalno, tjelesno i kognitivno zaostajati. Pritom se ne smije zaboraviti primarni jezik ljubavi popratiti svim ostalim jezicima. Dodir je neverbalni instrument kojim se služe djeca, roditelji i odgojitelji. Količinu i način pružanja nježnosti potrebno je prilagoditi djetetovim potrebama, željama, stupnju ugode i prethodnom iskustvu. Iskustvo dodira razlikuje se od osobe do osobe, a mnoga iskustva rezultat su kulturoloških uvjerenja, običaja i pravila. Dodir se daje i prima svjesno i nesvjesno, a okolina znatno utječe na naše raspoloženje i komunikaciju. Pružanje nježnosti kroz dodir potrebno je njegovati od najranije dobi djeteta i nipošto ga se ne smije zapostaviti kroz odrastanje. Ako se važnost dodira zanemari i primanje nježnosti izostane, dolazi do teških i ponekad neizbrisivih teških zdravstvenih i emocionalnih posljedica, a neki slučajevi mogu završiti i smrću.

Abstract (english)

Children are sentient creatures and as such they tend to experience the world through emotions. Each child speaks five love languages; gentle touch, expression of appreciation and support, quality time, gifts and acts of care, only one of which may be the primary language (Chapman i Campbell, 1997.). The primary language is the one that the child understands best and through which the child's emotional reservoir is most easily and best filled. Love must be expressed unconditionally and in a language that the child understands, otherwise the child will lag emotionally, socially, physically and cognitively. In doing so, one must not forget the primary love language accompanied by all other languages. Touch is a non-verbal instrument used by children, parents and educators. The amount and manner of tenderness should be adjusted to the child's needs, wishes, level of comfort and previous experience. The experience of touch varies from person to person, and many experiences are the result of cultural beliefs, customs and rules. Touch is given and received consciously and unconsciously, and the environment significantly affects our mood and communication. Tenderness through touch should be nurtured from the earliest age of the child and should not be neglected through adulthood. If the importance of touch is neglected and tenderness is absent, severe and sometimes indelible severe health and emotional consequences can occur, and some cases may even result in death.

• Keywords: nježnost; dodir; bezuvjetna ljubav; jezik ljubavi; dijete
• Keywords (english): tenderness; touch; unconditional love; love language; child
• Language: croatian
• URN:NBN: urn:nbn:hr:147:107593
• 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) odgojitelj/odgojiteljica djece rane i predškolske dobi (sveučilišni/a prvostupnik/ prvostupnica (baccalaureus/ baccalaurea) odgojitelj/odgojiteljica djece rane i predškolske dobi)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2020-12-22 11:53:28