Adaptation of children to kindergarten

Rad se bavi prilagodbom djece na polazak u dječji vrtić. Cilj rada je opisati i razumjeti različita iskustva odgojitelja vezana uz tijek procesa prilagodbe kao i utvrditi različite načine provođenja procesa prilagodbe s obzirom na kontekst u kojemu se vrtić nalazi te utvrditi mogućnosti i prepreke za djelovanje ustanove u svrhu olakšavanja prijelaznog perioda. Polazak djeteta u vrtić smatra se velikim događajem za čitavu obitelj. Prilagodba se tako definira kao stresno i izazovno razdoblje ne samo za djecu, već i za roditelje te odgojitelja. U istraživanju je primijenjena metoda polu-strukturiranog intervjua u kojima je sudjelovalo devet sugovornica iz tri različita dječja vrtića koja se razlikuju s obzirom na vrstu osnivača te na kontekst u kojemu se nalaze. Razlike u procesima prilagodbe prikazale su se s obzirom na individualne karakteristike djeteta, s obzirom na obiteljski kontekst iz kojega dijete dolazi te s obzirom na kontekst okoline u kojemu se vrtić kao ustanova za rani i predškolski odgoj i obrazovanje nalazi. Najveći problem pojavio se u nespremnosti roditelja na djetetov polazak u vrtić koji je obilježen nepovjerenjem prema radu vrtića, radu odgojiteljica kao i nedovoljno razvijenom komunikacijom s ustanovom općenito. Nedovoljna informiranost roditelja o radu vrtića i odgojitelja je zapravo i razlog roditeljske tjeskobe koju naposljetku osjeća i dijete. Vrlo je važna suradnja svih sudionika za olakšavanje tijeka prilagodbe te za dobrobit djeteta općenito. Važna uloga pedagoga u organizaciji procesa prilagodbe ponajviše se istaknula razlikom u vrtićima koji imaju pedagoga, u odnosu na onog koji nema.Research work deals with the adaptation of children to start kindergarten. The aim of this paper is to describe and understand the different experiences of educators related to the course of the adaptation process and to identify different ways of implementing the adaptation process depending on the context in which the kindergarten is located and to identify opportunities and obstacles for the institution to facilitate the transition period. The departure of a child to kindergarten is considered a great event for the whole family. Adaptation is thus defined as a stressful and challenging period not only for children, but also for parents and educators. The research used a semi-structured interview method in which nine interviewees from three different kindergartens participated, differing in terms of the type of founder and the context in which they are located. Differences in adaptation processes were presented with regard to the individual characteristics of the child, with regard to the family context from which the child comes and with regard to the context of the environment in which the kindergarten as an institution for early and preschool education is located. The biggest problem appeared in the unwillingness of parents to start a child in kindergarten, which is marked by distrust of the work of the kindergarten, the work of educators as well as insufficiently developed communication with the institution in general. Insufficient information of parents about the work of kindergartens and educators is actually the reason for parental anxiety that the child eventually feels. The cooperation of all participants is very important to facilitate the course of adjustment and for the well-being of the child in general. The important role of pedagogues in the organization of the adaptation process was mostly highlighted by the difference in kindergartens that have a pedagogue, compared to one that does not