The central purpose of this paper is oriented toward determining the competence of preschool teachers in working with children who show emotional and behavioural difficulties. (1) In the study, 82 ...teachers of preschool children participated. The data on the assessment of competence and the efficacy of preschool teachers in their work with children with whom BED are implied were acquired through a questionnaire that included modified versions of questionnaires on the self-assessment of competence (Teacher's Sense of Teacher Efficacy Scale, conducted by Tschannen-Moran & Woolfolk Hoy, 2001) and their expectations about their own efficacy (Teacher Efficacy Scale, Gibson & Dembo, 1984). We have found that preschool teachers rate their efficacy at the medium stage of agreement regarding the expectations of their own efficacy in working with children who show BED. We have also found that higher levels of education coupled with less working experience result in higher self-assessment of competence. Furthermore, the results of the study have shown that experience in working with children who show BED positively affects one's feeling of competence in working with these children. Besides this, the preschool teachers who rank their competence with children who show BED as higher also assess a higher level of competence in their efficacy of teaching children who show BED. In conclusion, we have also found that preschool teachers gain little knowledge during their initial education and training and more with independent work and additional training courses. The preschool teachers who rate the knowledge they have obtained through independent work also feel that their competence in working with children who show BED has grown as a result. Key words: preschool child, emotional and behavioural diffi culties, feeling of teachers' effi cacy; teachers' competence Cilj ovog rada bila je analiza samoprocijenjenih kompetencija odgojitelja za rad s djecom koja pokazuju emocionalne teskoce i probleme u ponasanju. U istrazivanju su sudjelovala 82 odgojitelja predskolske djece. Podaci o samoprocjenjenoj kompetentnosti i samoefikasnosti odgojitelja u radu s djecom koja pokazuju emocionalne teskoce i probleme u ponasanju prikupljeni su putem upitnika koji je ukljucivao modificirane verzije upitnika Teacher's Sense of Efficacy Scale (Tschannen-Moran i Woolfolk Hoy, 2001) i Teacher Efficacy Scale (Gibson i Dembo, 1984). Rezultati istrazivanja pokazuju da odgojitelji svoju samoefikasnost u radu s djecom koja imaju emocionalne teskoce i probleme u ponasanju procjenjuju osrednjom te da su visa razina obrazovanja i krace radno iskustvo povezani s visom samoprocjenom kompetentnosti. Rezultati istrazivanja pokazuju takoder da su iskustva u radu s ovom djecom pozitivno povezana s vecim osjecajem kompetentnosti u odgojitelja. Nadalje, odgojitelji koji bolje procjenjuju svoje kompetencije za rad s djecom koja pokazuju emocionalne teskoce i probleme u ponasanju, takoder bolje procjenjuju i svoju samoefikasnost glede ucenja i poucavanja ove djece. Utvrdeno je takoder da odgojitelji malo znanja stjecu tijekom svog inicijalnog obrazovanja, a vise kroz samostalan rad i dodatne edukacije. Odgojitelji koji svoje znanje steceno kroz samostalan rad procjenjuju boljim, osjecaju se i kompetentnijima za rad s djecom koja pokazuju emocionalne teskoce i probleme u ponasanju. Kljucne rijeci: predskolsko dijete, emocionalne teskoce i problemi u ponasanju, osjecaj samoefikasnosti nastavnika, kompetentnost odgojitelja
The
article explores the attitudes of primary school teachers towards the inclusion
of children with special needs in mainstream educational programs in primary
schools. The theoretical part ...discusses the requirements of the new school
system imposed on teachers. The empirical part presents a study on the
attitudes of primary school teachers towards the inclusion of children with
special needs in mainstream primary schools and on whether there are
differences in attitudes between younger and older teachers. Descriptive and
inferential methods of empirical pedagogical research were used in this paper.
The data was collected through an online questionnaire filled out by primary
school teachers across Slovenia. The study results showed that all teachers,
regardless of age, feel that they are not sufficiently trained to work with
children with special educational needs and disabilities (SEND). At the same
time, they agree that they did not acquire enough skills during their
undergraduate studies to work with these children. Furthermore, the teachers
feel they do not have enough experience working with these children. At the
same time, they agree that the children with SEND should be included in
programs specifically tailored to their needs and not in mainstream primary
school programs. Additionally, the results have shown that teachers think it is
necessary to set different educational goals for children with SEND than for
other students. The teachers feel that working with children with SEND means
additional work. However, they think that the inclusion of children with SEND
in mainstream educational programs is not assessed as problematic. They feel
that other students are also specifically addressed in the class with children
with SEND. However, older teachers than younger ones believe they did not
acquire enough knowledge during their undergraduate studies.
Članak istražuje stavove učitelja razredne
nastave prema uključivanju djece s posebnim potrebama u redovne
odgojno-obrazovne programe u osnovnoj školi. U teorijskom dijelu
predstavljeni su zahtjevi novog školskog sustava za učitelje, a empirijski dio
obuhvaća istraživanje o stavovima učitelja razredne nastave prema uključivanju
djece s posebnim potrebama u redovnu osnovnu školu te postoje li razlike u
stavovima između mlađih i starijih učitelja. U članku je upotrijebljena
deskriptivna i inferencijalna metoda empirijskog pedagoškog istraživanja.
Podatci su prikupljeni internetskim upitnikom koji su ispunili učitelji
razredne nastave diljem Slovenije. Rezultati istraživanja pokazali su da svi
učitelji, bez obzira na dob, smatraju da nisu dovoljno osposobljeni za rad s
djecom s posebnim potrebama (DPP) te se slažu da tijekom preddiplomskog studija
nisu stekli dovoljno znanja za rad s takvom djecom; da imaju premalo iskustva
za rad s njima i istodobno se slažu da bi DPP trebala biti uključena u
prilagođene programe, a ne u redovne programe osnovnih škola; da je za DPP
potrebno postaviti drugačije odgojno-obrazovne ciljeve; da rad s DPP za njih
znači dodatni rad; da uključenost DPP u redovne odgojno-obrazovne programe ne
smatraju problematičnim te da su u razredu s DPP također odgovarajuće postupa s
drugim učenicima. Više starijih učitelja smatra da nisu stekli dovoljno znanja tijekom
preddiplomskog studija.
The central purpose of this paper is oriented toward determining the competence of preschool teachers in working with children who show emotional and behavioural diffi culties.1 In the study, 82 ...teachers of preschool children participated. The data on the assessment of competence and the effi cacy of preschool teachers in their work with children with whom BED are implied were acquired through a questionnaire that included modified versions of questionnaires on the self-assessment of competence (Teacher´s Sense of Teacher Efficacy Scale, conducted by Tschannen-Moran & Woolfolk Hoy, 2001) and their expectations about their own efficacy (Teacher Efficacy Scale, Gibson & Dembo, 1984). We have found that preschool teachers rate their efficacy at the medium stage of agreement regarding the expectations of their own efficacy in working with children who show BED. We have also found that higher levels of education coupled with less working experience result in higher self-assessment of competence. Furthermore, the results of the study have shown that experience in working with children who show BED positively affects one’s feeling of competence in working with these children. Besides this, the preschool teachers who rank their competence with children who show BED as higher also assess a higher level of competence in their efficacy of teaching children who show BED. In conclusion, we have also found that preschool teachers gain little knowledge during their initial education and training and more with independent work and additional training courses. The preschool teachers who rate the knowledge they have obtained through independent work also feel that their competence in working with children who show BED has grown as a result.
Interakcije kroz igru značajan su dio djetetova razvoja jer potiču kognitivni, emocionalni i osobni
rast djeteta. Za djecu s normativnim razvojem je uključivanje u maštovitu, prijatnu i socijalnu
...igru prirodni dio života. Djeca s autizmom suočavaju se s različitim nedostacima u području
socijalne i kognitivne igre, što može predstavljati rizik za razvojne nedostatke i isključivanje djece
s autizmom od strane druge djece. Igra, kao ključni aspekt života djeteta, zahtijeva stoga rano
postupanje. Baš je ovdje značajna podrška odrasle osobe, da potiče igru djece s autizmom te im
time omogućuje suradnju s drugom djecom i napredak u integriranom razvoju. Svrha je članka
sažeti aktualnu literaturu, koja se odnosi na ponašanje u igri djece s autizmom, i pregled trenutno
dostupnih intervencija koje odražavaju različite ciljeve razvoja djeteta.
Cilj ovog rada bila je analiza samoprocijenjenih kompetencija odgojitelja za rad s djecom koja pokazuju emocionalne teškoće i probleme u ponašanju. U istraživanju su sudjelovala 82 odgojitelja ...predškolske djece. Podaci o samoprocjenjenoj kompetentnosti i samoefikasnosti odgojitelja u radu s djecom koja pokazuju emocionalne teškoće i probleme u ponašanju prikupljeni su putem upitnika koji je uključivao modificirane verzije upitnika Teacher´s Sense of Efficacy Scale (Tschannen-Moran i Woolfolk Hoy, 2001) i Teacher Efficacy Scale (Gibson i Dembo, 1984). Rezultati istraživanja pokazuju da odgojitelji svoju samoefikasnost u radu s djecom koja imaju emocionalne teškoće i probleme u ponašanju procjenjuju osrednjom te da su viša razina obrazovanja i kraće radno iskustvo povezani s višom samoprocjenom kompetentnosti.Rezultati istraživanja pokazuju također da su iskustva u radu s ovom djecom pozitivno povezana s većim osjećajem kompetentnosti u odgojitelja. Nadalje, odgojitelji koji bolje procjenjuju svoje kompetencije za rad s djecom koja pokazuju emocionalne teškoće i probleme u ponašanju, također bolje procjenjuju i svoju samoefikasnost glede učenja i poučavanja ove djece. Utvrđeno je također da odgojitelji malo znanja stječu tijekom svog inicijalnog obrazovanja, a više kroz samostalan rad i dodatne edukacije. Odgojitelji koji svoje znanje stečeno kroz samostalan rad procjenjuju boljim, osjećaju se i kompetentnijima za rad s djecom koja pokazuju emocionalne teškoće i probleme u ponašanju.
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