Verbal abuse in kindergarten

Nasilje je fenomen, ki je vedno bil in vedno bo prisoten. Poznamo več vrst nasilnega vedenja in eno izmed njih je tudi verbalno nasilje. Pojav verbalnega nasilja v različnih oblikah zaznamo že v predšolskem okolju in zelo pomembno je, da vzgojiteljice in vzgojitelji pri svojem delu uporabljajo ustrezne strategije za preprečevanje in razreševanje verbalnega vrstniškega nasilja. V diplomskem delu smo uporabili opisno ali deskriptivno metodo dela. Pregledali smo domačo in tujo strokovno literaturo. Prav tako smo uporabili metodo kompilacije in sinteze ter kvantitativno metodo, katere instrument je bil anketni vprašalnik. Ugotovili smo, da imajo vzgojitelji in vzgojiteljice ustrezen odnos do verbalnega nasilja. Zavedajo se pomena svoje vloge pri preprečevanju in razreševanju verbalnega nasilja. Prav tako smo ugotovili, da se verbalno nasilje v slovenskih vrtcih najpogosteje pojavlja v obliki posmehovanja in zbadanja, zmerjanje in grožnje pa so najmanj pogoste. Pri preprečevanju in razreševanju verbalnega nasilja pa je najpogosteje uporabljena strategija pogovor z vsemi otroki v skupini o tem, da nasilja ne dopuščamo, starše in druge strokovnjake pa v obravnavo vključijo šele, ko se drugi pristopi izkažejo kot neučinkoviti. Strokovnjaki s področja vzgoje in izobraževanja se vsekakor zavedajo problematike nasilja, čeprav je ta pojav bolj raziskan v šolskem kot v predšolskem okolju. Menimo, da bi bilo smiselno vključiti več vsebin o preprečevanju in razreševanju nasilja med otroki v programe izobraževanja vzgojiteljev in vzgojiteljic in tako krepiti njihove kompetence na tem področju. Zanimivo bi bilo izvesti longitudinalno študijo, kako se otroci, ki so že v vrtcu bolj problematični, vedejo kasneje v osnovni šoli in kako pogosta izpostavljenost nasilju vpliva na psihosocialni razvoj žrtve.Violence is a phenomenon that has always been and will always be present. We know several types of violent behavior and one of them is verbal violence. The occurrence of verbal violence in various forms is already percepted in preschool environment and it\u27s very important that preschool teachers use appropriate strategiesat their work for preventing and resolving verbal peer violence. We used the descriptive method of work. We reviewed domestic and foreign professional literature. We also used the method of compilation and synthesis and the quantitative method, the instrument of which was the survey questionnaire. We figured out that preschool teachers have an appropriate attitude towards verbal violence. They are aware of the importance of their role in preventing and resolving verbal violence. We also figured out that verbal violence in Slovenian kindergartens most often occurs in the form of mockery and tounting, while the abusive language and threats are the least frequent. In preventing and resolving verbal violence, the most commonly used strategy is talking to all the children in the group that we don\u27t allow violence and that they involve parents and other professionals only when other approaches proves as ineffective. Experts from educational field are certainly aware of the problematics ov violence, although this phenomenon is more explored in school than in the preschool environment. We think that would make sense to include more contents on preventing and resolving violence among children in the programs of education of preschool teachers thus strenghthing their competencies in this field. It would be interesting to make a longitudinal study of how children who were already more problematic in kindergarten behave later in elementary school and how frequent exposure to violence impacts on psycho-social development of the victim