The role of children's and preschool teachers' happiness, optimism, life satisfaction and personality in their relationship

Veliki je broj istraživanja do sada pokazao značajne efekte ličnosti i pozitivnosti (sreće, optimizma, zadovoljstva životom) na stvaranje i vrste odnosa koje gradimo s drugima. Jednako tako, analizirajući moguće vrste odnosa koji se grade između djece rane i predškolske dobi s odgajateljima tijekom rada i boravka u ustanovi za rani i predškolski odgoj i obrazovanje, moguće je utvrditi kako su s tim odnosom povezane varijable pozitivnosti i ličnosti, kako djece tako i odgajatelja. Stoga je ovo istraživanje usmjereno na ispitivanje međusobne povezanosti između varijabli pozitivnosti, ličnosti i odnosa dijete – odgajatelj. S obzirom na teorijske modele, očekuje se da će visoka razina dobrobiti (optimizam, zadovoljstvo životom i sreća) te visoka razina svih osobina ličnosti izuzevši neuroticizma, biti značajno povezane s izgradnjom pozitivnih odnosa između odgajatelja i djece. Također očekuje se da će odgajatelji ostvarivati bliskije odnose s djecom koja imaju povišene dimenzije temperamenta socijabilnost i aktivnost, a manje s onima koji imaju više razine negativne emocionalnosti. Istraživanje je provedeno na 16 odgajatelja i 302 djece. Odgajatelji su procijenili visoke razine dobrobiti te bliske odnose s djecom. Rezultati potvrđuju da optimističniji odgajatelji ostvaruju i doživljavaju odnose s djecom manje konfliktnijima. Unatoč očekivanjima sreća i zadovoljstvo životom odgajatelja u ovom istraživanju nisu statistički značajno povezani s odnosom s djecom (bliskost i konflikt). Jednako je i s osobinama ličnosti. Utvrđeni su rezultati raspravljeni u svjetlu mogućnosti utjecaja na implicitnu pedagogiju tako da se što lakše, brže i bolje stvaraju pozitivni odnosi u dječjem vrtiću.A great number of research has shown that personality and positivity (happiness, optimism, life satisfaction) have significant impact on developing and type of relationships with others. Also, if we analyze types of relationships between the children of early age with early years teachers, during they stay in nursery school, it is possible to determine what are the effects that variables of positivity and personality have on that relationship ( both children and teachers). Therefore this research's aim is to examine how variables of positivity, and relationship child-teacher are related. According to theretical models, it is expected that high positivity, extraversion and agreeableness will go along with developing of positive relationships of early years teachers and children. According to the given theoretical models, it is expected that a high level of well-being (optimism, life satisfaction and happiness) and a high level of all personality traits except neuroticism, will be significantly associated with building positive relationships between early years teachers and children. Early years teachers are also expected to have closer relationships with children who have elevated temperament dimensions of sociability and activity, and less with those who have higher levels of negative emotionality. Research was conducted on 16 educators and 302 children. Educators assessed high levels of well-being and close relationships with children. The results confirm that more optimistic teachers achieve and experience relationships with children with less conflict. Despite expectations, happiness and life satisfaction of educators are not statistically significantly related to the relationship with children (closeness and conflict). It is the same with personality traits. Results are discussed in light of possible further impact on implicite pedagogy in order to improve developing of positive relationships in nursery shools