The Development of Social Competence in Preschoolers With Motor Disabilities

Abstract

Svrha ovoga rada jest ispitati razvoj socijalnih kompetencija u djece predškolske dobi s motoričkim teškoćama i uloga odgojitelja u razvijanju tih socijalnih kompetencija. Također, u radu se žele ispitati kompetencije odgojitelja kod uključivanja djece s motoričkim teškoćama u redovitu predškolsku ustanovu. Kroz rad je provedeno anketno istraživanje u kojem je sudjelovalo 30 odgojitelja. Tijekom istraživanja je ustanovljeno da odgojitelji u svakodnevnom radu kreiraju ozračje koje se temelji na međusobnom razumijevanju, uzajamnoj pomoći, poštivanju i poticanju zajedničkih aktivnosti djece. Isto tako, svi odgojitelji često uvažavaju neposredno iskustvo i od njega kreću pri odabiru sadržaja i načina rada s djetetom. Također, može se primijetiti kako odgojitelji nisu sigurni u svoju kompetentnost za primjenu metoda rada s djecom s teškoćama. Odgojitelji nisu ni najsigurniji da su dovoljno educirani za rad s djecom s motoričkim teškoćama, ali je većina odgojitelja odgovorila da su često, odnosno redovito spremni na dodatno stručno educiranje i suradnju s ostalim stručnjacima. Velika većina odgojitelja koji u skupini imaju dijete s teškoćom smatra da im je potreban pomoćnik, odnosno drugi odgojitelj, kako bi se djetetu mogla pružiti adekvatna i individualizirana podrška kakva je potrebna za njegov daljnji psihofizički razvoj.The purpose of this work is to explore development of social skills in preschoolers with motor disabilities and the role of educators in that process. The goal is to test the competence of educators at the inclusion of children with physical disabilities into regular preschool. 30 educators were involved in survey that was conducted through research. It was found that teachers in their daily work create an environment that is based on mutual understanding, assistance, respect and the promotion of joint activities. Direct daily experience with children is most appreciated thing by all educators and on that ground they choose content and best way how to work with each child. Also, it may be noted that educators are not sure of their competence how to select and apply right teaching methods on children with disabilities. Educators are not sure they are adequately educated how to work with children with physical disabilities, but most of them said they are willing for further professional education and to cooperate with other professionals. The majority of educators think that they need an assistant for a disabled child, so the child could provide adequate and individualized care and support that are important for its further mental and physical development