| Abstract | Nepoželjna ponašanja kod djece podrazumijevaju razne forme ponašanja koje su različite od uobičajenih društvenih, školskih ili obiteljskih normi i koje mogu negativno utjecati na razvoj djeteta i njegovu komunikaciju s okolinom. Kod razumijevanja i prevencije nepoželjnih ponašanja kod djece ključni su rizični čimbenici, koji povećavaju vjerojatnost razvoja problematičnog ponašanja, te zaštiti čimbenici, koji pomažu u smanjenju ili neutralizaciji tih rizika. Općenito se smatra da nepoželjna ponašanja uvjetuju elementi poput bioloških osobina djeteta, čimbenika iz obiteljske sredine te čimbenika povezanih s vršnjačkim kontekstom (dječjeg vrtića i škole). Rizični čimbenici povećavaju šanse za razvoj problema u ponašanju, uključujući nasilje, kriminal, zlouporabu supstanci i druge oblike devijantnog ponašanja. Svi oni proizlaze iz okoline djeteta, ponajprije obitelji i ostalih značajnih drugih koji imaju presudan utjecaj na zadovoljenje potreba djeteta. Za razvoj nepoželjnog ponašanja kod djece značajne su socijalne vještine (problemi u odnosima s vršnjacima), negativne životne okolnosti jer upravo djeca koja žive u rizičnim sredinama imaju veću vjerojatnost da će pokazati neki oblik nepoželjnog ponašanja. Razni oblici nepoželjnih ponašanja isprepleću se te, bez jasne granice, prelaze jedan u drugi zbog čega ih je jako teško razgraničiti. Nepoželjna ponašanja djece rane, predškolske i školske dobi mogu se podijeliti u dvije grupe: lakše uočljiva nepoželjna ponašanja i teže uočljiva nepoželjna ponašanja. Dok se u lakše uočljiva nepoželjna ponašanja ubrajaju agresivnost, laganje, neposluh, prkos i nedisciplina, pod teže uočljivim nepoželjnim ponašanjima djece misli se na plašljivost, povučenost i potištenost. Za potrebe ovog diplomskog rada, provelo se anketno istraživanje te se, na temelju dobivenih rezultata, zaključilo da su kod ispitanih odgojitelja prisutne kompetentnost i sposobnost primjećivanja teže uočljivih nepoželjnih ponašanja pri čemu učestalo razmjenjuju iskustva s iskusnijim kolegama. Međutim, i dalje ima mnogo mjesta za napredak jer bi upravo tako odgojitelji mogli lakše i brže prepoznati te intervenirati kod teže uočljivih nepoželjnih ponašanja djece |
| Abstract (english) | Undesirable behaviors in children include various forms of behavior that are different from usual social, school or family norms and that can negatively affect the child's development and his communication with the environment. Risk factors, which increase the likelihood of developing problematic behavior, and protective factors, which help reduce or neutralize these risks, are key to understanding and preventing undesirable behaviors in children. It is generally considered that undesirable behaviors are conditioned by elements such as the child's biological characteristics, factors from the family environment and factors related to the peer context (kindergarten and school). Risk factors increase the chances of developing behavioral problems, including violence, crime, substance abuse, and other forms of deviant behavior. All of them arise from the child's environment, primarily the family and other significant others who have a decisive influence on the satisfaction of the child's needs. Social skills (problems in relationships with peers) and negative life circumstances are important for the development of undesirable behavior in children, because it is precisely children who live in risky environments who are more likely to show some form of undesirable behavior. Various forms of undesirable behavior intertwine and, without a clear border, cross into one another, which is why it is very difficult to demarcate them. Undesirable behaviors of early, pre-school and school-age children can be divided into two groups: easier-to-observe undesirable behaviors and more difficult-toobserve undesirable behaviors. While the more easily observable undesirable behaviors include aggressiveness, lying, disobedience, defiance and indiscipline, the more difficult to observe undesirable behaviors of children include timidity, withdrawal and depression. For the purposes of this thesis, a survey was conducted and, based on the results obtained, it was concluded that the examined educators have competence and the ability to notice undesirable behaviors that are harder to notice, and they often exchange experiences with more experienced colleagues. However, there is still a lot of room for improvement, because this is how educators could more easily and quickly recognize and intervene in the more difficult-toobserve undesirable behaviors of children. |
