Teškoće senzorne obrade i samoregulacije kod djece predškolskog uzrasta

master's thesis

• Title (english): Difficulties in sensory processing and self-regulation in preschool children
• Author: Tasja Rakinić
• Mentor: Rea Fulgosi Masnjak (mentor)
• Committee member: Rea Fulgosi Masnjak (predsjednik povjerenstva)
• Committee member: Daniela Bratković (član povjerenstva)
• Committee member: Ana-Marija Bohaček (član povjerenstva)
• Granter: University of Zagreb; Faculty of Education and Rehabilitation Sciences; (Department of Inclusive Education and Rehabilitation); Zagreb
• Defense date and country: 2024-09-25, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Education/Rehabilitation Sciences

Abstract

Rani i predškolski odgoj do dobi od sedam godina je ključan za razvoj senzorne integracije budući da mozak u tom vremenu uspostavlja najviše živčanih veza. Problemi sa senzornom obradom često se prvi put prepoznaju tijekom djetinjstva kada se primijeti da dijete ima određene teškoće s primanjem informacija iz osjetila što rezultira problemima u ponašanju i njegovom emocionalnom i socijalnom razvoju. Djeca s teškoćama senzorne obrade često imaju i teškoća sa samoregulacijom što dovodi do društvenih, emocionalnih, bihevioralnih i akademskih izazova. Samoregulacija je sposobnost djeteta da organizira ponašanje u skladu s kognitivnim, emocionalnim i društvenim zahtjevima određene situacije. Nerazvijene vještine samoregulacije su povezane s povećanim ometajućim i/ili agresivnim ponašanjem koje može dovesti do teškoća u socijalnim odnosima odnosno do odbijanja vršnjaka i poteškoća u stvaranju prijateljstava. Pojavnost teškoća senzorne obrade i samoregulacije nije samo kod djece tipičnog razvoja već je učestala u komorbiditetu s drugim teškoćama. Isto tako, čak i djeca bez teškoća senzorne obrade mogu ponekad imati poteškoća sa senzornom integracijom. To implicira da strategije i intervencije treba uvesti u mlađoj dobi kako bi se osigurao akademski i društveni uspjeh. Djeca predškolskog uzrasta su uključena u odgojno-obrazovno okruženje u kojem kvaliteta odgojno-obrazovnog procesa ovisi o načinu i strategijama rada koje znatno pridonose cjeloukupnom funkcioniranju djece, uključujući i unaprjeđivanju djetetovih vještina senzorne obrade i samoregulacije. Kontinuirana suradnja između odgojitelja, stručnjaka i roditelja pouspješuje podržavanje djetetovog razvoja, njegovo aktivno sudjelovanje u svakodnevnim aktivnostima te prvenstveno stvaranje kvalitetne i strukturirane okoline osjetljive na djetetove potrebe. Ipak, najvažniju ulogu u ranom djetinjstvu imaju roditelji, koji kroz igru, razgovor i boravak s djetetom na razne načine potiču razvoj vještina senzorne obrade i samoregulacije. Prepoznavanje i procjena teškoća senzorne obrade i samoregulacije zahtijeva opservaciju u različitim okruženjima, suradnju s raznim stručnjacima i korištenje individualiziranih pristupa za svako dijete.

Abstract (english)

Early childhood education up to the age of seven is crucial for the development of sensory integration, since the brain establishes the most neural connections during this time. Problems with sensory processing are often first recognized during childhood when it is noticed that the child has certain difficulties with receiving information from the senses, which results in behavioral problems and his emotional and social development. Children with sensory processing difficulties also often have difficulties with self-regulation, which leads to social, emotional, behavioral and academic challenges. Self-regulation is the child's ability to organize behavior in accordance with the cognitive, emotional and social demands of a given situation. Underdeveloped self-regulation skills are associated with increased disruptive and/or aggressive behavior that can lead to difficulties in social relationships, including rejection by peers and difficulties in forming friendships. The occurrence of difficulties in sensory processing and self-regulation is not only in children with typical development but is frequent in comorbidity with other difficulties. Likewise, even children without sensory processing difficulties can sometimes have difficulties with sensory integration. This implies that strategies and interventions should be introduced at a younger age to ensure academic and social success. Preschool age children are included in an educational system in which the quality of the educational process depends on the methods and strategies that significantly contribute to the overall functioning of the children, including the improvement of the child's sensory processing and self-regulation skills. Continuous cooperation between educators, experts and parents enhances the support of the child's development, his active participation in everyday activities and primarily establishing quality and structured environment sensitive to the child's needs. However, the most important role in a child’s early childhood have parents, who encourage the development of sensory processing and self-regulation skills in various ways through play, conversation and being with the child. Detection and assessment of sensory processing and self-regulation difficulties requires observation in different settings, collaboration with experts and the use of individualized approach for each child.

• Keywords: teškoće senzorne obrade; teškoće samoregulacije; senzorna integracija; predškolski uzrast
• Keywords (english): sensory processing difficulties; self-regulation difficulties; sensory integration; preschool age
• Language: croatian
• URN:NBN: urn:nbn:hr:158:970208
• Study programme: Title: University graduate study of Educational Rehabilitation; Study programme type: university; Study level: graduate; Academic / professional title: sveučilišni magistar/magistra edukacijske rehabilitacije (sveučilišni magistar/magistra edukacijske rehabilitacije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2024-10-25 10:42:18