USE OF PROBLEM PICTURES BOOKS AND STORIES IN INCLUSION PERCEVIED BY PRESCHOOL TEACHERS

Očekuje se da odgajatelji u suvremenim inkluzivnim odgojno-obrazovnim skupinama oblikuju rad prema individualnim potrebama svakog djeteta. Stoga je važno da odgajatelj oblikuje prikladno ozračje u skupini za socio-emocionalni razvoj pri čemu primjenom dječje literature može utjecati na razvoj ovih vještina kao i oblikovanje inkluzivnih vrijednosti u skupini. Cilj ovog rada bio je ispitati odgajateljevu percepciju primjene problemskih slikovnica i priča u svakodnevnom odgojno-obrazovnom radu. Provedeno je istraživanje u kojem je sudjelovalo 259 odgajatelja djece rane i predškolske dobi iz 5 gradova: Rijeke, Svete Nedelje, Pule, Pazina i Rovinja. Za potrebe ovog istraživanja konstruiran je mjerni instrument koji je ispitivao odgajateljevu percepciju o primjeni problemskih slikovnica i priča te njenu učestalost i namjenu, nastale na temelju iskustva iz prakse u primjeni priča i problemskih slikovnica te modifikacijom postojećih skala. Dobiveni rezultati govore da se odgajatelji u većoj mjeri procjenjuju spremnima i motiviranima za primjenu problemskih slikovnica i priča dok svoja znanja o njihovoj primjeni kao i dostupnost istih procjenjuju osrednjim. Nadalje, odgajatelji često koriste problemske slikovnice i priče za regulaciju emocija, za promicanje socijalne uključenosti te za poticanje primjerenih ponašanja. Odgajatelji koji su završili diplomski studij smatraju da im je razvojna biblioterapija manje dostupna od odgajatelja nižeg stupnja obrazovanja, dok odgajatelji koji imaju iskustvo rada s djecom s teškoćama i podršku stručnih suradnika procjenjuju višu razinu znanja za primjenu razvojne biblioterapije u promicanju socijalne uključenosti djece u skupini. Postoji potreba veće podrške odgajateljima u vidu formalnog obrazovanja i stručnih usavršavanja te dostupnosti problemskih slikovnica i priča.It is expected that educators in contemporary inclusive educational groups will shape work according to the individual needs of each child. It is therefore important for the educator to form a suitable atmosphere in the socio-emotional development group, where using children's literature can influence the development of these skills as well as the formation of inclusive values in the group. The aim of this paper was to examine the educator's perception of the application of problem picture books and stories in everyday educational work. A study was conducted involving 259 pre-school children educators from 5 cities: Rijeka, Sveta Nedelja, Pula, Pazin and Rovinj. For the purpose of this research, a measuring instrument was constructed that examined the educator's perception of the application of problem picture books and stories and its frequency and purpose, based on experience in practice in the application of stories and problem picture books and modification of existing scales. The obtained results indicate that educators are more likely to be estimated and motivated to use problem picture books and stories as their knowledge of their application as well as their availability are estimated to be moderate. Furthermore, educators often use problem picture books and stories to regulate emotions, promote social inclusion, and promote appropriate behaviors. Educators who have completed graduate studies believe that developmental bibliotherapy is less accessible to lower educators. Educators who have experience of working with children with disabilities as well as educators who consider that they have the support of professional associates estimate that they have a higher level of knowledge for the application of developmental bibliotherapy promoting the social inclusion of children in the group. There is a need for greater support for educators in the form of formal education and professional training and the availability of problem picture books and stories