Znanje in prepričanja vzgojiteljev o motnji pozornosti in hiperaktivnosti

diplomsko delo

Tamara Novak (Author), Alenka Polak (Mentor), Suzana Pulec Lah (Co-mentor)

Abstract

Motnja pozornosti in hiperaktivnosti (ADHD) je ena najpogosteje diagnosticiranih motenj v otroštvu. Kljub temu, da otroci z motnjo pozornosti in hiperaktivnosti znake motnje lahko kažejo že v predšolski dobi, jih je večina prepoznana šele v šolskem obdobju. Ker so v predšolskem obdobju vzgojitelji običajno tisti, ki z otrokom, poleg staršev, preživijo dobršni del dneva, so lahko v predšolskem obdobju ravno vzgojitelji tisti, ki opozorijo na težave in znake, značilne za ADHD. Za ustrezno prepoznavanje znakov motnje in razumevanje težav pa vzgojitelji potrebujejo kar nekaj znanja o značilnostih ADHD, o naravi in vzrokih motnje ter ustreznih oblikah pomoči. V diplomskem delu sem raziskovala znanje in prepričanja vzgojiteljev predšolskih otrok o motnji pozornosti in hiperaktivnosti. V teoretičnem delu sem predstavila značilnosti motnje, značilnosti poučevanja predšolskih otrok z ADHD in primerne prilagoditve. V empiričnem delu sem s pomočjo treh vprašalnikov v prvem delu raziskala kje in kako so se vzgojitelji predšolskih otrok izobraževali o motnji pozornosti in hiperaktivnosti ter ali že imajo izkušnje s poučevanjem otrok z ADHD. Preverila sem znanje in prepričanja vzgojiteljev predšolskih otrok o ADHD in o otrocih z ADHD. Vzgojitelji so na vprašalniku Znanje o ADHD imeli povprečno 56% pravilnost odgovorov, ugotovila pa sem, da prihaja do statistično pomembnih razlik v znanju vzgojiteljev glede na pridobljeno stopnjo izobrazbe (strokovni delavci z univerzitetno stopnjo izobrazbe so imeli več znanja o ADHD), statistično pomembna razlika pa se je pokazala tudi v znanju strokovnih delavcev, ki so se o ADHD še dodatno izobraževali.

Keywords

predšolski otroci;znanje;načini pomoči;

Data

Language:	Slovenian
Year of publishing:	2016
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[T. Novak]
UDC:	373.2:376(043.2)
COBISS:	11231817
Views:	1052
Downloads:	175
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Preschool teacher’s knowledge about adhd and attitudes toward students with ADHD
Secondary abstract:	Attention deficit and hyperactive disorder (ADHD) is one of the most often diagnosed disabilities in childhood. Despite the fact that children with ADHD show signs of disability in preschool, they are often diagnosed in primary school. Preschool teachers are the one, beside parents, that spend the most time with the child and can recognize the first signs of ADHD. For proper recognition of the signs and understanding of the disability the preschool teachers need some knowledge about characteristics of ADHD, nature and causes of ADHD and efficient ways of support and help. In this diploma I have researched the knowledge and attitudes of preschool teachers about preschool children with ADHD. In the first part I have presented characteristics of ADHD, characteristics of teaching preschool children with ADHD and appropriate adaptations. In the empirical part I researched where and how did the preschool teachers educate themselves about ADHD and if they have any experience teaching children with ADHD, with the help of three questionnaires. I also investigated the knowledge and attitudes of preschool teachers about ADHD and toward students with ADHD. The percentages correct on the Knowledge about ADHD Questionnaire were Preschool teachers achieved an average of 56%. A significant difference were documented for educational level of preschool teachers (teachers with university level of education had more knowledge about ADHD). Statistically important differences were also noted in the knowledge of professional workers that had additional education about ADHD.
Secondary keywords:	trainer;backward child;vzgojitelj;otrok s posebnimi potrebami;
File type:	application/pdf
Type (COBISS):	Undergraduate thesis
Thesis comment:	Univ. Ljubljana, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Pages:	98 str.
ID:	9176409