Social relations between Roma children and other peers in preschool education

Namen diplomske naloge je bil osvetliti problematiko sprejemanja romskih otrok v vrstniški skupini v vrtcu. Medosebni odnosi in socialna interakcija romskih otrok z vzgojitelji in vrstniki so odvisni predvsem od okolja, v katerem se nahajajo. Ko so izkušnje otrok v socialnem okolju spodbudne in prijetne, se počutijo sprejete in so posledično uspešnejši. V empiričnem delu smo analizirali socialne interakcije pri vzpostavljanju medosebnih odnosov med romskimi otroki in njihovimi vrstniki na področju proste igre, druženja in konfliktov ter raziskovali stopnjo socialne in emocionalne kompetentnosti romskih otrok. V raziskavo je bilo vključenih 30 vzgojiteljev, ki so ocenjevali opazovane parametre. Rezultati kažejo, da so pri prosti igri težave pri komunikaciji med romskimi otroki in drugimi vrstniki, pri druženju z vrstniki romski otroci občasno doživljajo pozitivne izkušnje, ti otroci tudi redko oziroma občasno izražajo socialno in emocionalno kompetentnost. Na podlagi pridobljenih rezultatov predlagamo vključitev romskih pomočnikov v vseh vrtcih, kjer so prisotni Romi, dodatna izobraževanja za vzgojitelje in ostale strokovne delavce, spoznavanje z romsko kulturo in predstavitev le-te v izobraževalnih ustanovah. Z nalogo želimo posredno opozoriti tudi na pomen aktivnega vključevanja vzgojiteljev, pomočnikov vzgojiteljev ter staršev otrok v reševanje problematike vzpostavljanja enakovrednih medosebnih odnosov med Romi in njihovimi vrstniki v vrtcu.The objective of the thesis was to shed light on the issue of accepting Roma children within a preschool peer group. It has been established that intergroup relations and social interactions of Roma children with preschool teachers and peers depend primarily on the environment where they are located. When experiences that children gain in a social environment are pleasant and stimulating, they feel accepted and are consequently more successful. In the empirical part social interaction in building interpersonal relations between Roma children and their peers was studied, focusing on the area of free play, socialising and conflicts, in addition to the level of social and emotional competence of these children. Based on the output of the questionnaires, handed out to 30 preschool teachers who have been assessing the observed parameters, it can be concluded that in the area of free play there are communication problems between Roma children and their peers. Moreover, in the area of socialising with peers Roma children occasionally gain positive experiences and finally, they rarely or occasionally express social and emotional competence. On the basis of the acquired results we recommend inclusion of Roma assistants in preschools where Roma children are present, additonal training for preschool teachers and other experts, plus learning about and presentation of Roma culture in educational establishments. We would also like the thesis to draw attention to the importance of active involvement of preschool teachers, their assistants and parents in dealing with the problem of establishing equal interpersonal relations between Roma children and their preschool peers