Primerjava pogledov staršev in vzgojitelja na proces uvajanja otroka v vrtec

diplomsko delo

Alja Vidmar (Author), Marcela Batistič-Zorec (Mentor), Simona Prosen (Co-mentor)

Abstract

Področje raziskovanja diplomskega dela je uvajanje otrok v vrtec. V teoretičnem delu diplomskega dela sem opredelila navezanost, njen razvoj in predstavila povezavo med tipom otrokove navezanosti na starše ter vključitvijo v vrtec. Dotaknila sem se tudi navezanosti otroka na vzgojiteljico. V nadaljevanju sem predstavila celoten proces uvajanja otroka v vrtec, in sicer od priprave na vključitev otroka v vrtec do prvih dni v vrtcu. Pozornost sem namenila tudi vlogi staršev in vzgojiteljev med tem procesom. Zadnje poglavje je namenjeno stiskam, ki jih med uvajanjem v vrtec lahko občutijo otroci, starši in vzgojitelji. Teoretični del sem z empiričnim delom smiselno nadgradila. Osrednji namen diplomskega dela temelji na primerjavi pogledov dveh mater in dveh vzgojiteljic na uvajanje otroka v vrtec. S primerjavo razmišljanj in mnenj intervjuvank sem iskala skupne točke in razhajanja med njimi. Predmet raziskovanja je bil proces uvajanja otrok v vrtec; stiske otrok, ki se pojavljajo med procesom uvajanja v vrtec; stiske, ki se pojavljajo pri starših med uvajanjem njihovih otrok v vrtec in stiske, ki se pojavljajo med vzgojitelji v času uvajalnega obdobja. Splošna ugotovitev diplomske raziskave je, da so bili pogledi na celoten proces uvajanja v vrtec ob primeru dveh intervjuvanih vzgojiteljic in mater podobni. Vse intervjuvanke se strinjajo, da je uvajanje otrok v vrtec pomembno. Otrok s postopnim uvajanjem pridobiva zaupanje do vrtca in vzgojiteljic. Intervjuvanke se strinjajo tudi o smiselnosti priprave otroka na vstop v vrtec. Način uvajanja konkretnega otroka v vrtec ocenjujejo kot ustrezen. Vse intervjuvanke poudarijo, da je bilo uvajanje v vrtec uspešno. Stiske otrok so bile zaznane tako s strani vzgojiteljic kot tudi staršev. Na stiske otrok sta se tako vzgojiteljici kot tudi materi odzvali. Intervjuvanke naštevajo enake stiske in prilagoditvene težave otrok, kot jih v literaturi opisujejo različni avtorji: jok, bolezen, slabše počutje, oklepanje staršev, itd. Vzroki za pojav stisk pri otrocih lahko med drugim izvirajo iz individualnih značilnosti otrok, stopnji navezanosti otroka in staršev in starševske naravnanosti do vrtca. Vse intervjuvanke se zavedajo pomembne povezave med stiskami staršev in stiskami otrok. Z raziskavo sem ugotovila, da se stiske ob uvajanju otroka v vrtec pojavljajo tudi pri starših. To se vsem udeleženkam v raziskavi zdi razumljivo in sprejemljivo. Stiske, ki se pojavljajo med starši v času uvajanja otrok v vrtec, izhajajo iz individualnih značilnostih posameznika, tesne povezave med materjo in otrokom in iz nezaupanja strokovnim delavcem. Stiske intervjuvanih mater sta zaznali obe intervjuvani vzgojiteljici in se nanje odzvali. Stiske, ki se pojavljajo med vzgojitelji, so bile izpostavljene predvsem s strani intervjuvanih vzgojiteljic. Obe intervjuvani vzgojiteljici sta kot težavo izpostavili predvsem utrujenost. Našteli sta tudi nekaj vzrokov za pojav stisk. Materi pri konkretnih vzgojiteljicah stisk nista zaznali, dopuščata pa možnost, da se stiske v času uvajalnega obdobja pojavljajo tudi pri vzgojiteljicah.

Keywords

uvajanje v vrtec;stiske otrok;stiske staršev;stiske vzgojiteljev;

Data

Language:	Slovenian
Year of publishing:	2017
Typology:	2.11 - Undergraduate Thesis
Organization:	UL PEF - Faculty of Education
Publisher:	[A. Vidmar]
UDC:	373.2(043.2)
COBISS:	11489609
Views:	709
Downloads:	190
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	English
Secondary title:	Comparison of parents' and teacher's views on the process of introducing the child to preschool
Secondary abstract:	The research work presented in this thesis deals with starting preschool. The theoretical part defines attachment and its development and presents the correlation between the type of child-parent attachment and preschool enrolment. The thesis also touches upon the attachment of children to their preschool teachers and introduces the entire process of starting kindergarten – from enrolling to the first days of kindergarten. Particular attention is given to the role of parents and preschool teachers in the process. The last chapter deals with distress felt by children, parents and preschool teachers during the transition to preschool. The theoretical part was built upon by the empirical part. The main purpose of the thesis was to compare the views of two mothers and two preschool teachers on how to introduce a child to kindergarten. Through the comparison of reflections and opinions of interview participants, I searched for points in common and also differences of opinion. The subject of this research was the process of starting preschool, distress in children that occurs during this process, distress that appears in parents whose children are starting preschool and distress in preschool teachers during this phase. The overall conclusion of this research paper, based on the interviews with preschool teachers and mothers, is that the views on the entire process of starting preschool are similar. All the participants agree on the importance of preparing a child for kindergarten. The child develops trust towards preschool and teachers through gradual introduction. Interview participants also agree on the relevance of preparation upon entering preschool and find the methods of introducing a particular child to kindergarten as appropriate. They all emphasised that the transition to kindergarten has been successful. Children's distress has been observed and addressed by preschool teachers as well as parents. Interview participants list the same types of distress and adaptive problems of children as those described in the literature by various authors: crying, illness, feeling unwell, clinging to parents, etc. The causes of distress in children may result from children's individual characteristics, the level of the parent-child attachment and the parents' attitude to kindergarten. All the participants are aware of the important connection between parents' and children's distress. Research showed that starting preschool also causes distress in parents. All research participants found that understandable and acceptable. Distress in parents, brought upon by their child's transition to kindergarten, stems from their individual characteristics, a strong mother-child bond and from their distrust of expert workers. Both preschool teachers acknowledged the mothers' distress and responded accordingly. Distress typically found in preschool teachers was highlighted by the two interviewed teachers, both naming tiredness as the main problem. They also listed some of the other causes of distress. The mothers have not noticed signs of distress in those teachers. However, they have recognised the possibility of distress in preschool teachers during the time of starting preschool.
Secondary keywords:	pre-school child;nursery school;predšolski otrok;vrtec;
File type:	application/pdf
Type (COBISS):	Bachelor thesis/paper
Thesis comment:	Univ. v Ljubljani, Pedagoška fak., Predšolska vzgoja
Pages:	73 str.
ID:	9593256