The Verbal and Non-Verbal Behaviour of Preschool Educators in Certain Specific Daily Routine Situations in the Kindergarten

Cilj istraživanja je utvrditi koristi li odgajateljica adekvatne i teorijski primjerene oblike verbalne i neverbalne komunikacije. Istraživanje se provelo na uzorku od jedne odgajateljice u Dječjem vrtiću Rijeka. U istraživanju su se koristila dva mjerna instrumenta: Protokol sudioničkog praćenja, izrađen za potrebe ovog istraživanja (prema modelu Kožić i sur., 2013) i Polu strukturirani upitnik za refleksiju odgajateljice. Prema osnovnim rezultatima dobivenim istraživanjem odgajatelj u većini situacija pohvaljuje dijete, postavlja pitanja djetetu, smije se te gleda u određeno dijete tijekom razgovora. Odgajatelj vrlo rijetko prekida dijete, ispravlja dijete, ozbiljan je, mijenja intonaciju pri govoru, koristi nadimke za djecu, koristi fizički dodir i humor. Kao zaključak se navodi važnost osvješćivanja korištenja neverbalne komunikacije u radu s djecom i samim time radu na sebi kako bismo poboljšali kvalitetu odgojno – obrazovne prakse.The goal of the research is to determine whether an educator is using adequate and theoretically appropriate forms of verbal and non-verbal communication. Research was conducted on a sample of one preschool teacher in Kindergarten Rijeka. The study used two measuring instrument: Participatory monitoring protocol that was created for this research (based on model from Kozic et al., 2013) and Semi-structured questionnaire for educator's reflections. According to the basic results obtained by research, in most situations educator commends child, ask him/her questions, laughs and watches particular child during the conversation. Educator is serious, rarely interrupts or corrects child, changes intonation during conversation, uses nicknames, physical contact and humour. As a conclusion, the importance of nonverbal communication with children and working on it as an educator leads us to better ducational praxis