| Abstract | Predškolska dob predstavlja osjetljivo razdoblje za dijete, ali i za njegovu obitelj. U tom periodu se razvijaju korijeni brojnih kasnijih problema u ponašanju. Većina djece se u predškolskoj dobi povremeno ponaša neprimjereno, iskušavaju vlastite sposobnosti, testiraju pravila i granice. Najčešća rizična ponašanja su agresivno ponašanje, anksioznost, hiperaktivnost, prkos, separacijski problemi, strahovi i drugi (Dodig- Ćurković i sur, 2013, Mikas, 2007; Jurčević- Lozančić, 2005). Predškolski odgoj ima značajnu ulogu u prevenciji daljnjih problema i progradiranja postojećih. Zakonski okviri nalažu da program predškole mora osigurati svakom djetetu u godini dana prije polaska u osnovnu školu optimalne uvjete za razvijanje i unaprjeđivanje vještina, navika i kompetencija te stjecanje spoznaja i zadovoljavanje interesa koji će mu pomoći u prilagodbi na nove uvjete života, rasta i razvoja u školskom okruženju. Programi predškole provode se u odgojno- obrazovnim ustanovama tj. dječjim vrtićima. U odgojno-obrazovnim ustanovama, socijalni pedagog može raditi kao stručni suradnik. Međutim, u posljednjih nekoliko godina u Hrvatskoj, sve se manje socijalnih pedagoga zapošljava u predškolskim ustanovama. Stoga je cilj ovog rada pojasniti važnost preventivnog socijalnopedagoškog djelovanja u predškolskom odgoju u svrhu unaprjeđenja i učinkovitije prevencije problema u ponašanju u predškolskoj dobi te promicanja socijalno pedagoške struke kao one koja je usmjerena na rano otkrivanje i prepoznavanje rizičnih i zaštitnih čimbenika, preveniranje problema u ponašanju, ali i na tretman djece, mladih i odraslih s problemima u ponašanju. U radu je ponuđen prikaz postojećeg zakonskog okvira vezanog uz predškolski odgoj, ukratko su predstavljeni najučestaliji problemi u ponašanju u predškolskoj dobi te mogućnosti i kompetencije socijalnih pedagoga u prevenciji navedenih problema. |
| Abstract (english) | Preschool age is a very sensitive period for both, the child and his family. The period is generally observed as a potential generator of many problems in the later life of a child. The majority of preschool children sometimes exhibit various forms of misbehaviour thus testing their own capacities as well as established rules and frames. In most cases, risky behaviour includes acting agressively, anxiety, hyperactivity, separation problems, defiance, fears , etc (Dodig –Ćurković i sur, 2013, Mikas, 2007; Jurčević – Lozančić, 2005). Preschool education plays a significant role in the prevention of potential problems and progradation of the existing ones. Legal frames oblige preschool programmes to ensure optimum conditions for each child to develop and enhance his skills, routines, competences, ways of acquiring knowledge and developing his own interests, all these being important prerequisites to life, growth and development in the school environment. Preschool programmes are delivered in preschool educational institutions, in our case kindergartens or nurseries, where social pedagogues can work as professional assistants. However, very few social pedagogues have recently been employed in preschool education in Croatia. Therefore, the main aim of this thesis is to clarify the importance of sociopedagogical work in preschool education for the purpose of more efficient prevention of behaviour disorders with preschool population as well as promotion of socio-pedagogical profession dedicated to early detection and recognition of risky and protective factors, prevention of different forms of misbehaviour, but also to the proper treatment of the children, the youth and the adults manifesting risky forms of behaviour. The thesis also refers to the current preschool legal frames, the most dominant behaviour problems with preschool population and competences of social pedagogues in their prevention. |
