Involvement and support of educators of children with attention and activity disorders

Dijagnoza poremećaja pažnje/aktivnosti pokriva mnoštvo simptoma, no osnovne karakteristike su potreba za aktivnosti, djetetov nemir, stalna potreba za novim sadržajima, stalna potreba za kretanjem, a pažnja djeteta je vrlo kratka. U današnje vrijeme dijagnoze poremećaja pažnje/aktivnosti su česte. Od iznimne je važnosti da svi sudionici odgojno-obrazovnog procesa zajednički usmjeravaju djecu na odrastanje uz toleranciju i prihvaćanje različitosti. Prije svega važno je da odgojitelj prepozna dijete s poremećajem pažnje i aktivnosti. Prema tome važno je poznavanje karakteristika navedenog poremećaja, njegov nastanak, dijagnostiku, simptomatologiju. U radu su također pobliže opisane potrebne kompetencije odgojitelja, odgojno-obrazovna inkluzija. Nadalje, rad uključuje načine podrške odgojitelja djeci s poremećajem pažnje i aktivnosti. Ono što je iznimno važno za rad odgojitelja u skupini s djetetom s poremećajem pažnje i aktivnosti su odgojne poruke, postupci, organizacija prostora i suradnja s obitelji. Jedna od najvažnijih stvari je prihvatiti dijete kao ravnopravnog sudionika odgojno-obrazovnog procesa. U radu su navedene i neke pozitivne značajke djece s poremećajem pažnje i aktivnosti. U svrhu rada provedena je anonimna „online“ anketa. Cilj istraživanja je utvrđivanje kompetencija odgojitelja u radu s djecom s poremećajem pažnje i aktivnosti, njihova mišljenja o uključivanju djece s poremećajem pažnje i aktivnosti u redovite predškolske ustanove te njihova spremnost za odgojno-obrazovnu podršku.The diagnosis of attention and activity disorder includes many symptoms, but the main characteristics are the need for activity, child`s restlessness, constant craving for new contents, constant need for physical activity and the child`s short concentration time. Nowadays, attention and activity disorder is diagnosed very often. It is essential that all participants in the educational system mutually guide children towards growing up in tolerance and acceptance of diversities. Firstly, it is important that an educator recognizes children with attention and activity disorder. Consequently, it is relevant to recognize the characteristics of previously mentioned disorder, its appearance, diagnosis and symptomatology. The necessary competences of educators and educational inclusion are closely described in this thesis. Furthermore, this thesis describes how educators should provide support to children with attention and activity disorder. Very important facts for educators work with children with attention and activity disorder are educational messages, procedures, spatial organization, and cooperation with family. One of the most important things is to accept the child as an equal participant of the educational process. The thesis also states the positive aspects of attention and activity disorder. For this work an „online“ survey has been deducted. The objective of this research is to define which competences preschool teacher has to have in order to work with children who have attention and activity disorder, their opinion considering inclusion of those children in regulary programme and their wilingness to support them through the process