Pružanje podrške djetetu u krizi iz perspektive odgojitelja

master's thesis

• Title (english): Early education teachers' approach to supporting a child in crisis
• Author: Iva Štritof
• Mentor: Daria Rovan (mentor)
• Committee member: Diana Olčar (predsjednik povjerenstva)
• Committee member: Ema Petričević (član povjerenstva)
• Committee member: Daria Rovan (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2022-09-21, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Pedagogy; Early Childhood and Preschool Pedagogy

Abstract

U ranom i predškolskom uzrastu, djeca su vrlo ranjiva skupina u društvu posebice kada je riječ proživljavanje kriznih situacija. U tom uzrastu ona nemaju kognitivne sposobnosti razumjeti da proživljavaju krizne situacije, niti se od njih znaju obraniti. S obzirom da je danas velika većina djece ranog i predškolskog uzrasta upisana u neki od programa ranog i predškolskog odgoja i obrazovanja, veliku ulogu u proživljavanju kriznih situacija imaju odgojitelji. Odgojitelji mogu svojim pristupom unutar odgojno-obrazovnog rada pružiti određenu količinu podrške djetetu u krizi i na taj način pomoći djetetu da se osjeća sigurno te da ponovno uspostavi kontrolu nad vlastitim osjećajima i ponašanjima. Stoga je cilj ovog rada bio istražiti na koje načine odgojitelji u ustanovi ranog i predškolskog odgoja pristupaju djetetu u krizi. Konkretno, od odgojitelja se pokušalo dobiti što više informacija o tome kako prepoznaju znakove krize, kakav je početni, a kakav daljnji kontinuirani pristup prema djetetu u krizi, može li se dijete unaprijed pripremiti za suočavanje s kriznom situacijom te koje odgojiteljeve kompetencije su potrebne za pružanje podrške i kako se one stječu. Provedeno je kvalitativno istraživanje u kojem je primijenjena tehnika polustrukturiranog intervjua. U istraživanju je sudjelovalo 12 odgojiteljica. Provedenim istraživanjem pokazalo se da odgojitelji djecu u krizi prepoznaju na temelju znakova poput depresivnosti, emocionalne uznemirenosti, problema u ponašanju, anksioznosti i drugih te im nastoje pomoći pružanjem emocionalne podrške, kroz fizički kontakt, osnaživanjem djeteta te konzultacijama s roditeljima i kolegama unutar kolektiva. Odgojitelji ističu iskustveno učenje kao jedan od najvažnijih utjecaja na njihov pristup pružanju podrške djetetu u krizi.

Abstract (english)

Children at their early and preschool age are very vulnerable group in society, especially when it comes to experiencing crisis situations. At that age they do not have cognitive abilities to understand what they're going through, nor do they know how to defend themselves. Today, majority of children are enrolled in some sort of early and preschool education, so early education teachers can play a major role in their crisis experience. Within their educational work and approach, educators can provide a certain amount of support to a child in crisis and thus help the child to feel safe and to re-establish control over his own feelings and behaviours. Therefore, the aim of this thesis was to investigate the ways in which early education teachers approach a child in crisis. Specifically, we tried to get as much information possible from the early education teachers about how they recognize the signs of crisis, what is the initial and what is the further continuous approach towards the child, whether the child can be prepared in advance to cope with the crisis situation, and what competences of the preschool teacher are needed to provide support and how they are acquired. Qualitative research was conducted in which the semi-structured interview technique was applied. Twelve teachers participated in this research. The research results showed that preschool teachers recognize children in crisis based on signs such as depression, emotional distress, behavioural problems, anxiety, etc., and try to help them by providing emotional support, through physical contact, empowering the child and consulting with parents and colleagues. Preschool teachers highlight experiential learning as one of the most important influences on their approach to supporting a child in crisis.

• Keywords: dijete u krizi; stresni događaji; traumatski događaji; pružanje podrške; uloga odgojitelja
• Keywords (english): child in crisis; stressful events; traumatic events; providing support; role of preschool teacher
• Language: croatian
• URN:NBN: urn:nbn:hr:147:194015
• 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: 2023-02-21 09:20:40