magistrsko delo
Lea Šavs (Avtor), Erna Žgur (Mentor)

Povzetek

Posamezniki z odstopanji v razvoju za optimalen razvoj svojih potencialov potrebujejo dodatne spodbude, pomoč in določene prilagoditve. Zaradi velike plastičnosti možganov v prvih letih življenja, ki omogoča izredno hitro učenje in spreminjanje, je ključno, da je posameznikom to omogočeno čim prej, torej že v predšolskem obdobju. V ta namen je v rednih vrtcih v okviru zgodnje obravnave na voljo dodatna strokovna pomoč, ki lahko ob ustreznih spodbudah spremeni potek otrokovega življenja in izboljša končni izid. Ker predšolski otroci prvi del dneva preživijo v vrtcu, drugi del pa doma, je nujno, da ti dve okolji med seboj dobro sodelujeta in se dopolnjujeta. Za celosten razvoj posameznika in čim večjo uspešnost pomoči je torej ključno, da starši in strokovni delavci vrtca med seboj redno komunicirajo, si izmenjujejo informacije, se dopolnjujejo in sodelujejo pri zagotovitvi varnega in spodbudnega okolja ter potrebne podpore in pomoči. Z raziskavo smo želeli ugotovitvi, ali so starši predšolskih otrok s posebnimi potrebami zadovoljni z dodatno strokovno pomočjo, ki se v okviru zgodnje obravnave izvaja v vrtcih s prilagojenim izvajanjem, in katere so glavne prednosti, pomanjkljivosti ter želje in predlogi za prihodnost, ki bi jih želeli izpostaviti. Kvalitativno raziskavo smo izvedli v obliki polstrukturiranih intervjujev s petimi materami predšolskih otrok, pri katerih so ugotovljena različna odstopanja v razvoju in že vsaj eno leto obiskujejo dodatno strokovno pomoč v vrtcu. Rezultati raziskave kažejo, da so intervjuvanke v veliki večini zadovoljne s programom dodatne strokovne pomoči v vrtcih, z njegovo dostopnostjo, individualizacijo in s časom, ki je namenjen njihovim otrokom. Poročajo, da so strokovni delavci upoštevali njihova mnenja, da so redno komunicirali z njimi, jih aktivno vključevali v načrtovanje in jih redno obveščali o otrokovem napredku ter potrebnih intervencijah. Odstopanja v zadovoljstvu se kažejo le pri izvedbi oziroma vključitvi staršev v končno evalvacijo programa. Zadovoljne so tudi z napredkom otrok, a skoraj vse poročajo, da so skrbi in stres glede razvoja in prihodnosti še vedno prisotni. Zadovoljne so s sodelovanjem, usklajenostjo in izmenjavo potrebnih informacij med vrtcem in razvojno ambulanto kot zunanjo institucijo, z izjemo ene od mater, ki je zaradi pomanjkanja usposobljenega kadra oziroma preobremenjenosti le-tega izrazila nezadovoljstvo. Zadovoljstvo prevladuje tudi v zvezi z razpoložljivostjo in dostopnostjo strokovnih delavcev ter z odnosom in svetovanjem, ki so ga starši deležni v vrtcu, pri čemer se le ena od intervjuvank za nasvet zaradi hčerkinega specifičnega zdravstvenega stanja vedno raje obrne na razvojno ambulanto kot pa na vrtec. Navedle so kar dvanajst prednosti dodatne strokovne pomoči v vrtcih in štiri pomanjkljivosti. Glede izvajanja dodatne pomoči v prihodnosti so izpostavile dve želji in tri predloge.

Ključne besede

zgodnja obravnava;dodatna strokovna pomoč;predšolski otroci;zadovoljstvo staršev;otroci s posebnimi potrebami;

Podatki

Jezik: Slovenski jezik
Leto izida:
Tipologija: 2.09 - Magistrsko delo
Organizacija: UL PEF - Pedagoška fakulteta
Založnik: [L. Šavs]
UDK: 376(043.2)
COBISS: 220926467 Povezava se bo odprla v novem oknu
Št. ogledov: 87
Št. prenosov: 25
Ocena: 0 (0 glasov)
Metapodatki: JSON JSON-RDF JSON-LD TURTLE N-TRIPLES XML RDFA MICRODATA DC-XML DC-RDF RDF

Ostali podatki

Sekundarni jezik: Angleški jezik
Sekundarni naslov: Parent satisfaction with additional professional support in early intervention for preschool children with special needs in kindergarten
Sekundarni povzetek: Individuals with developmental delays require additional support, help and specific adaptations for optimal development of their potentials. Due to high plasticity of the brain in the early years of life, which enables exceptionally fast learning, it is crucial that children receive this support as early as possible, ideally during the preschool period. For this purpose, additional professional assistance is available in some kindergartens within the framework of early intervention. With appropriate stimuli, this can change the course of a child's life and improve the overall outcome. Since preschool children spend the first part of the day in kindergartens and the second part at home, it is essential that the two environments cooperate and complement each other well. It is crucial for parents and preschool professionals to communicate regularly, exchange information, complement each other and work together to provide a safe and stimulating environment, as well as the necessary support and assistance. With this research we aimed to determine whether parents of preschool children with special needs are satisfied with the additional professional support provided in kindergartens within early intervention, and what they consider to be the main advantages, shortcomings and their wishes and suggestions regarding the provided support for the future. We conducted a qualitative study in the form of semi-structured interviews with five mothers of preschool children with various developmental deviations who have been receiving additional professional support in kindergartens for at least a year. The results of the research show that the majority of the interviewees are satisfied with the program of additional professional support in kindergartens, its accessibility, individualization, and the time dedicated to their children. They report that the professionals considered their opinions, communicated with them regularly, actively involved them in the process of planning the program and kept them informed about their children’s progress and necessary interventions. Differences in satisfaction were noted only in the implementation or involvement of parents in the final evaluation of the program. Parents are also satisfied with their children's progress, but with the exception of one mother, they report that concerns and stress regarding their children’s development and future are still present. They are also satisfied with the collaboration and exchange of necessary information between the kindergarten and the developmental clinic as an external institution, with the exception of one mother, who expressed dissatisfaction due to the lack of qualified staff or the overload of the existing staff. Satisfaction also prevails regarding the availability and accessibility of the professionals, as well as with the advice and support that parents receive in the kindergarten. Only one of the interviewees prefers to consult with the developmental clinic over the kindergarten due to her daughter’s specific medical condition. Parents highlighted twelve advantages of the additional professional support in kindergartens and four shortcomings. Regarding the future implementation, they expressed two wishes and made three suggestions.
Sekundarne ključne besede: early intervention;additional professional assistance;preschool children;parental satisfaction;children with special needs;Otroci s posebnimi potrebami;Univerzitetna in visokošolska dela;
Vrsta dela (COBISS): Magistrsko delo/naloga
Študijski program: 0
Konec prepovedi (OpenAIRE): 1970-01-01
Komentar na gradivo: Univ. v Ljubljani, Pedagoška fak., Specialna in rehabilitacijska pedagogika
Strani: 1 spletni vir (1 datoteka PDF (78 str.))
ID: 25551937