Promoting hygiene in the preschool child

V diplomskem delu sem raziskovala, kako spodbude vplivajo na higiensko stanje v skupini. V teoretičnem delu sem pisala o zgodovini higiene, torej od prvih poskusov mila do prvih smernic za umivanje rok. Poudarek sem dala higieni rok, kdaj in kako umivamo roke, ter o razkuževanju rok. Povzela sem tudi nekaj raziskav, v katerih so bili primeri dejavnosti, ki jih lahko izvajamo v vrtcu. Pisala sem o higieni kihanja/kašljanja in brisanja nosu, prav tam pa sem navedla tudi nekaj dejavnosti za brisanje nosu oziroma o usvajanju pihanja skozi nos. Za konec pa sem se dotaknila še higiene prostorov. V empiričnem delu je sodelovalo 34 vzgojiteljev in 18 otrok iz starostne skupine 2—4 let. Vzgojitelji so sodelovali v anonimnem anketnem vprašalniku, ki je vseboval 17 vprašanj zaprtega, odprtega in kombiniranega tipa. Otroci so sodelovali v dejavnostipred dejavnostjo in po njej pa sem otroke opazovala, kako si umivajo roke, kihajo/kašljajo in si brišejo nos, ter podatke vpisovala v opazovalne liste. Raziskava je pokazala, da vzgojitelji podpirajo umivanje rok, pravilno kihanje/kašljanje in brisanje nosu. Pomembno jim je umivanje rok pred kosilom, po uporabi oz. pomoči v sanitarijah in po prihodu iz zunanjih prostorov. Prav tako se jim zdi pomembno, da robček po uporabi odvržemo v koš. Ne zdi pa se jim tako zelo pomembno, da si vsakič po kihanju/kašljanju umijemo roke. Vzgojitelji načrtujejo dejavnosti z različnih področij, ki spodbujajo higieno. Otrokom dopuščajo samostojnost pri skrbi za higieno, vendar vzgojitelji še vedno preverjajo, kako dobro le-to otroci opravijo. Pogosto vzgojitelji otroke opomnijo, da si umijejo roke, vendar so otroci, glede na starost, v manjšini ali večini samostojni pri skrbi za higieno. Za motivacijo pri usvajanju higiene je poskrbela lutka, nad katero so bili otroci navdušeni in so izrazili veliko zanimanje za vsebino. Z le enim dnem dejavnosti sem opazila velik napredek pri higieni otrok, tako v teoriji kot tudi v praksi. Rezultati so pokazali, da se je higiena rok, kihanja/kašljanja in brisanja nosu povečala po izvedeni dejavnosti.In my dissertation, I researched how incentives affect the hygienic condition in a kindergarten. In the theoretical part, I wrote about the history of hygiene, that is, from the first attempts of a soap to the first guidelines for hand washing. I focused on hand hygiene, when and how to wash our hands, and on hand disinfection. I also summarized some research in which there were examples of activities that we can do in kindergarten. I also wrote about the hygiene of sneezing/coughing and wiping a nose, and there I also mentioned some activities for wiping a nose and learning to blow a nose. Finally, I write about the hygiene in indoor areas. Empirical part involved 34 pre-school teachers and 18 children from the age group 2—4 years. Pre-school teachers participated in an anonymous survey questionnaire containing 17 closed, open and combined questions. The children participated in the activitybefore and after the activity, I observed the children washing their hands, sneezing/coughing and wiping their noses, and entered the data in observation sheets. Research has shown that pre-school teachers support hand washing, proper sneezing/coughing and wiping the nose. It is important for them to wash their hands before lunch, after use or. assistance in toilets and after arrival from outside premises. They also find it important to throw the handkerchief in the bin after use. However, they do not find it so important to wash their hands every time they sneeze/cough. Pre-school teachers plan activities from various fields that promote hygiene. They allow children to be independent in taking care of their hygiene, but pre-school teachers are still checking how well the children are doing. Pre-school teachers often remind children to wash their hands, but children, depending on their age, are in the minority or in most cases independent in taking care of hygiene. The motivation for learning hygiene was provided by a puppet, which the children were enthusiastic about and expressed great interest in the content. With just one day of activity, I noticed great advances in child hygiene, both in theory and in practice. The results showed that hand hygiene, sneezing/coughing and wiping the nose increased after the performed activity