Vedenjsko težavni otroci

Povzetek

Ključne besede

Podatki

Jezik:	Slovenski jezik
Leto izida:	2011
Izvor:	Ljubljana
Tipologija:	2.11 - Diplomsko delo
Organizacija:	UL PEF - Pedagoška fakulteta
Založnik:	[K. Cerar]
UDK:	159.922.76-056.49(043.2)
COBISS:	8915529
Št. ogledov:	1245
Št. prenosov:	504
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Angleški jezik
Sekundarni naslov:	Children with behavioral problem
Sekundarni povzetek:	Behavioral problems are becoming more and more common phenomena in children education. When behavioral problems occur it is very important to have the appropriate approach that mitigates or completely removes them. The key to this is to know as much as possible about children development and behavioral problems. The theoretical part contains the features of a child's development and then I focused on behavioral problems and the causes that bring to such results. I described methods to remove or mitigate them. At the end of the theoretical part I focused on parenting styles, authority and discipline. With observations and interwievs which are a part of empirical part of my diploma, I wanted to find out if, and which experiences do the kindergarten teachers have with behavioral problematic children and their parents, and how they solve such problems. I observed five kindergarten teachers solving behavioral problems and interviewed nine. Based to my research I can say that kindergarten teachers know behavioral problems and their causes. They solve them by insisting in their decisions and having »apostolic authority« (Kroflič, 1997). The ways of solving behavioral problems and ignoring their causes, cause new disruptive behavior. I also learned that kindergarten teachers don't cooperate enough with the parents, because they only introduce them which disruptive behavior occured with their child but don't include them in solving and preventing them often enough.
Sekundarne ključne besede:	pre-school child;behaviour disorder;hyperactivity;predšolski otrok;motnje vedenja;hiperaktivnost;
Vrsta datoteke:	application/pdf
Vrsta dela (COBISS):	Višješolska diplomska naloga
Komentar na gradivo:	Univ. Ljubljana, Pedagoška fak., Predšolska vzgoja
Strani:	53 str.
Vrsta dela (ePrints):	thesis
Naslov (ePrints):	Children with behavorial problem
Ključne besede (ePrints):	predšolski otroci
Ključne besede (ePrints, sekundarni jezik):	pre-school children
Povzetek (ePrints):	Vedenjske težave so vse pogostejši pojav pri vzgoji otrok. Pri pojavu vedenjskih težav je zelo pomemben ustrezen pristop, s katerim vedenjsko težavo omilimo ali pa jo povsem odpravimo. Pri tem je ključnega pomena dobro poznavanje otroškega razvoja in vedenjskih težav. V teoretičnem delu sem najprej predstavila značilnosti otrokovega razvoja, nato pa sem se osredotočila na vedenjske težave otrok: razloge za nastanek motečih vedenj in načine, s katerimi moteče vedenje lahko odpravimo oziroma omilimo. Na koncu teoretičnega dela sem se osredotočila na vzgojne stile, avtoriteto in disciplino. Z opazovanji in intervjuji v empiričnem delu sem želela ugotoviti, kakšne izkušnje imajo vzgojiteljice z vedenjsko težavnimi otroki in njihovimi starši ter kako rešujejo te težave. Opazovala sem pet vzgojiteljic pri njihovem ravnanju v primerih vedenjskih težav, nato pa sem z devetimi vzgojiteljicami opravila intervju. Na osnovi raziskave sem ugotovila, da vzgojiteljice poznajo vedenjske težave in nekatere vzroke za nastanek le-teh. Pri reševanju vedenjskih težav vztrajajo pri svojih odločitvah, njihova avtoriteta pa je »apostolska avtoriteta« (Kroflič, 1997). Način reševanja vedenjskih težav in neupoštevanje vzrokov za njihov nastanek, povzročijo nova moteča vedenja. Ugotovila sem tudi, da vzgojiteljice s starši premalo sodelujejo, saj jih samo seznanijo, do kakšnega motečega vedenja je prišlo, premalo pa jih vključujejo v reševanje in preprečevanje vedenjskih težav.
Povzetek (ePrints, sekundarni jezik):	Behavioral problems are becoming more and more common phenomena in children education. When behavioral problems occur it is very important to have the appropriate approach that mitigates or completely removes them. The key to this is to know as much as possible about children development and behavioral problems. The theoretical part contains the features of a child's development and then I focused on behavioral problems and the causes that bring to such results. I described methods to remove or mitigate them. At the end of the theoretical part I focused on parenting styles, authority and discipline. With observations and interwievs which are a part of empirical part of my diploma, I wanted to find out if, and which experiences do the kindergarten teachers have with behavioral problematic children and their parents, and how they solve such problems. I observed five kindergarten teachers solving behavioral problems and interviewed nine. Based to my research I can say that kindergarten teachers know behavioral problems and their causes. They solve them by insisting in their decisions and having »apostolic authority« (Kroflič, 1997). The ways of solving behavioral problems and ignoring their causes, cause new disruptive behavior. I also learned that kindergarten teachers don't cooperate enough with the parents, because they only introduce them which disruptive behavior occured with their child but don't include them in solving and preventing them often enough.
Ključne besede (ePrints, sekundarni jezik):	pre-school children
ID:	8308285