Socjoterapeutyczne wsparcie dzieci nadpobudliwych i nieśmiałych w wieku przedszkolnym

Abstract

The aim of the dissertation was to determine whether the socio-therapeutic classes organized for the entire group using, in a targeted manner, selected areas of art are one of the answers to the problems of children behaving in kindergarten and their peer group and the expectations of teachers, parents and specialist staff in this area. The presented doctoral dissertation consists of three main parts: theoretical, methodological and empirical. In the theoretical part, the author presented the situation of the kindergarten, as an institution being the place of the upbringing and the education of a child, therefore the presented text includes both the pre-school and the pre-school education, because the kindergarten has three basic functions: educational, didactic and caring. On the pages of the theoretical part, the legal acts regulating the functioning of pre-school institutions were analyzed. The theoretical part of the dissertation also contains the characteristics of socio-therapeutic interactions and argues that sociotherapy is one of the methods that should be used in a therapeutic work in the kindergarten. The research methods used during the exploration activities were: action research, diagnostic survey, individual case method and projection and sociometric methods. According to methodological assumptions, the work was of a qualitative nature, and the data obtained were further specified by quantitative data. The explorations made were diagnostic and verification tests. To make a professional judgment of the obtained results, transcripts of interviews and interviews were conducted with respondents (5- and 6-year-old children attending kindergarten, kindergarten teachers, parents of children attending kindergarten, psychologists, school educators, sociotherapists and speech therapists), quantitative analysis with elements statistics (using chi square test independence), analysis of data obtained from the diagnostic survey of teachers, directors of pre-school institutions, parents of children attending kindergarten and specialist staff (speech therapist, psychologist, school educator, sociotherapist) and analysis of pedagogical documentation of pre-school teachers and pre-school institutions' directors. In the empirical part of the work the author presented the felt needs and declared forms of help for children exhibiting behavioral disorders in kindergarten. In the final part of the dissertation, a summary of the work was made, which allowed to conclude that the research goals established in the conceptual phase were implemented and that the applied research procedure, in particular using the research method in action, and including projection techniques in the spectrum of research enabled measurable effects and examining the relationship between variables. The detailed hypotheses assumed in the concept phase have also been positively verified. The author emphasized that during the research activities she was accompanied by reflection on the usefulness of the obtained research in pedagogical practice, which is why in the chapter Summary of work and final conclusions, she postulated her postulates for pedagogical practice. The novelty of the approach taken by the author of the research issues was based, on the one hand, on the dynamics of socio-economic processes (an increasing number of children displaying behavioral disorders in the kindergarten), on the other, a gap in the research on sociotherapeutic classes with children in the kindergarten. A very important aspect in the author's sense was also the inclusion of the entire peer group in the therapeutic process. An important aspect of the presented activities was the fact that many specialists cooperate with each other (a psychologist, a school pedagogue, a sociotherapist, speech therapist, rehabilitant) throughout the implementation of the sociotherapeutic program.