Internalised disorders in preschool children

S obzirom na sveukupnost izazova s kojima se svakodnevno suočavaju odgojitelji kao što su visoka odgovornost u radu, velik broj djece u skupinama, djeca s teškoćama u razvoju i mnogi drugi, vrlo često kao rezultat toga proizlazi neprepoznavanje internaliziranih poremećaja u ponašanju kod djece. Cilj ovog rada je istražiti odgojiteljska znanja i vještine u prepoznavanju internaliziranih poremećaja kod djece te stavova i odgojnih postupaka u radu sa sramežljivom djecom. Provedeno je kvalitativno istraživanje u kojem se kao instrument koristio polustrukturirani intervju. Istraživanje je uključivalo 20 odgojitelja djece rane i predškolske dobi koji su zaposleni u različitim dječjim vrtićima na području Grada Zagreba i Zagrebačke županije. U radu je ispitano znanje odgojitelja o internaliziranim poremećajima, stavovi i uvjerenja odgojitelja o tome mogu li djeca imati depresiju te koji su njezini uzroci i simptomi. Ispitani su i odgojni postupci u radu sa depresivnom djecom. Istraživala se sposobnost odgojitelja u razlikovanju sramežljivosti od depresije i socijalne povučenosti kod djece. Ispitani su uzroci sramežljivosti te pridružuju li odgojitelji sramežljivost poremećajima u ponašanju. Ispitani su i odgojni postupci odgojitelja u radu sa sramežljivom djecom. Rezultati pokazuju da 55% odgojitelja iz uzorka ne zna imenovati i nabrojati internalizirane poremećaje. Iako odgojitelji nisu prepoznali pojmovno značenje internaliziranih poremećaja, pokazalo se da vrlo dobro prepoznaju znakove i simptome koji ukazuju na poremećaje u ponašanju. Iza uvjerenja da djeca mogu imati depresiju stoji 80% odgojitelja. Kao najvjerojatniji uzrok depresije kod djece, 80% odgojitelja navelo je obiteljske probleme. Nadalje, u sposobnosti razlikovanja sramežljivosti od socijalne povučenosti, 25% odgajatelja ne prepoznaje razliku i ujednačuju spomenute pojmove. Kao uzrok sramežljivosti 60% odgojitelja navelo je karakter djeteta, a njih 15% sramežljivost svrstavaju pod poremećaj. Što se tiče odgojnih postupaka sa sramežljivom djecom, odgojitelji su pokazali visoke profesionalne vještine.Considering the totality of challenges that preschool teachers face daily such as high responsibility, the large number of children in groups, children with disabilities, and many others, very often because of it preschool teachers have difficulty in recognizing internalized behavioural disorders in children. The main goal of this research is to determine the knowledge and skills of preschool teachers in recognising internalized disorders in children and attitudes and educational procedures in working with shy children. Qualitative research was conducted in which was used semi-structured interviews as an instrument. The research included twenty preschool teachers who are employed in various kindergartens in the City of Zagreb and Zagreb County. In the study were exanimated preschool teachers' knowledge of internalized disorders, their attitudes and beliefs about whether children can have depression and what are its causes and symptoms. Educational procedures in working with depressed children were also examined and the ability of teachers to distinguish shyness from depression and social withdrawal in children. The causes of shyness and whether teachers associate shyness with behavioural disorders were examined. The educational procedures of teachers in working with shy children were also examined. The results show that 55% of preschool teachers in the sample do not know how to name and enumerate internalized disorders. Although teachers did not recognize the conceptual meaning of internalized disorders, they were shown to recognize very well the signs and symptoms that indicate behavioural disorders. 80% of teachers believe that children can have depression. As the most expected cause of depression in children 80% of teachers cited family problems. Furthermore, in the ability to distinguish shyness from social withdrawal, 25% of teachers do not recognize the difference and harmonize the mentioned concepts. As a cause of shyness, 60% of teachers cited the character of the child and 15% of them classify shyness as a disorder. As for educational procedures for shy children, preschool teachers have shown high professional skills in working with shy children