Djeca s teškoćama u razvoju u sustavu ranog i predškolskog odgoja i obrazovanja: podrška odgojiteljima

master's thesis

• Title (english): Children with difficulties in the early childhood education and care system: support for preschool teachers
• Author: Lucija Perko
• Mentor: Dejana Bouillet (mentor)
• Committee member: Maja Drvodelić (predsjednik povjerenstva)
• Committee member: Marina Panić (član povjerenstva)
• Committee member: Dejana Bouillet (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2022-09-27, 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

Djeca s teškoćama u razvoju posebno su osjetljiva skupina djece čije su potrebe u društvu još uvijek pogrešno definirane i shvaćene, a na čijoj zaštiti i uvažavanju prava treba aktivno djelovati. Institucije ranog i predškolskog odgoja i obrazovanja (RPOO) imaju značajno mjesto u procesu socijalizacije djece s teškoćama u razvoju jer je socijalizacija karakterizirana razvojnim specifičnostima djece i odgojnim kontekstom (kvalitetom okoline) u kojem dijete odrasta. Odgoj i obrazovanje temeljeno na načelima inkluzivnog obrazovanja uz individualizirani pristup djetetu s teškoćama u razvoju te brigu za njegove potrebe garancija su prevencije nepovoljnih razvojnih ishoda u ustavu RPOO. Ključni nositelji tog procesa su odgojitelji, uz sudjelovanje djece, roditelja/skrbnika i stručnih suradnika.
Cilj ovog rada je analizirati iskustva odgojitelja u odgoju i obrazovanju djece s teškoćama u razvoju i temeljem te analize utvrditi mogućnosti i ograničenja primjerenog RPOO te djece. Radi postizanja ovog cilja, provedeno je istraživanje u sklopu znanstvenog projekta „Modeli odgovora na odgojno-obrazovne potrebe djece izložene riziku socijalne isključenosti u ustanovama RPOO“ (skraćeno: MORENEC). Iz Upitnika o etiološkim i fenomenološkim aspektima rizika socijalne isključenosti djece rane i predškolske dobi: verzija za odgojitelje korišteno je devet varijabli koje se odnose na područja razvoja funkcije tijela i tjelesnu strukturu. Podaci su analizirani za 283 djece za koju je prethodno utvrđeno da imaju vidljiva odstupanja u razvoju.
Potvrđena je hipoteza da među odgojiteljima postoje razlike u procjenama potrebe, dostupnosti i zadovoljstva podrškom koju dobivaju od različitih sudionika sustava RPOO. Rezultati istraživanja upućuju na zaključak da se odgojitelji međusobno znatno razlikuju u svojim potrebama za podrškom u odgoju i obrazovanju djece s teškoćama u razvoju. razvoju. Rezultati potvrđuju potrebu obraćanja više pozornosti u inicijalnom i cjeloživotnom obrazovanju odgojitelja pitanjima inkluzivnog obrazovanja i neposrednog odgojno-obrazovnog rada s djecom s s teškoćama u razvoju.

Abstract (english)

Children with difficulties are a particularly sensitive group of children whose needs are still incorrectly defined and understood in society, and whose protection and respect for rights should be actively worked on. The Early Childhood Education and Care System (ECEC) have a significant place in the process of socialization of children with difficulties, because socialization is characterized by the developmental specifics of children and the educational context (quality of the environment) in which the child grows. Education and training based on the principles of inclusive education with an individualized approach to a child with difficulties and care for his needs are a guarantee of the prevention of unfavorable developmental outcomes in the ECEC constitution. The key bearers of this process are preschool teachers, with the participation of children, parents/guardians and professional associates.
The aim of this paper is to analyze the experiences of preschool teachers in the upbringing and education of children with difficulties and the foundations of the analysis, and to determine the possibilities and limitations of appropriate ECEC for these children. In order to achieve this goal, research was carried out as part of the scientific project "Models of responding to the educational needs of children at risk of social exclusion in ECEC institutions". From the Questionnaire on etiological and phenomenological aspects of the risk of social exclusion of children of early and preschool age: version for preschool teachers, nine variables related to the areas of development of body functions and body structure were used. Data were analyzed for 283 children who were previously found to have visible deviations in development.
The hypothesis that there are differences among preschool teachers in their assessment of the need for, availability of, and satisfaction with the support they receive from various participants in the ECEC system was confirmed. The results of the research point to the conclusion that preschool teachers differ considerably in their needs for support in the upbringing and education of children with difficulties. The results confirm the need to pay more attention in the initial and lifelong education of preschool teachers to issues of inclusive education and direct educational work with children with difficulties.

• Keywords: djeca s teškoćama u razvoju; odgojitelji; rani i predškolski odgoj i obrazovanje; potrebna podrška odgojiteljima
• Keywords (english): children with difficulties; preschool teachers; early childhood education and care; support needed for preschool teachers
• Language: croatian
• URN:NBN: urn:nbn:hr:147:348608
• 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: 2023-02-16 12:59:56