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Teacher understanding and responding to children challenging behaviour in the kindergarten

Janja Šetor (2013) Teacher understanding and responding to children challenging behaviour in the kindergarten. MSc thesis.

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    The purpose of the Master’s thesis is to analyze the theory concepts and ways of perception, understanding and reacting of preschool teachers to challenging behaviours in kindergarten. The work will justify the preventive importance of social and emotional learning in the kindergarten as well as develop guidelines for the systematic integration of the planned activities of social and emotional learning in the existing implementing curriculum. Furthermore the objective of the thesis is to explore how teachers of preschool children assess, see and experience children’s behaviour that due to their specific social and emotional responses in the group need an appropriate pedagogical response. The thesis focuses on the teachers’ views on the reasons that lead to disruptive behaviour and how they respond to it. The Master's thesis examines how preschool teachers perceive and assess the climate in the kindergarten, since the quality of interpersonal relationships, the atmosphere in the classes and in the kindergarten, among other things determines the prevailing fundamental beliefs and values with which members of a particular social system embrace the environment and their behaviour in this environment (Bečaj, 2001). The Master's thesis with its theoretical content together with the results of the quantitative research will give an important contribution to theoretical and empirical understanding as well as addressing challenging behaviour of preschool children, both in terms of identifying the state as in the light of the importance of developing social and emotional competence in the preschool period.

    Item Type: Thesis (MSc thesis)
    Keywords: preschool child, preschool teacher, challenging behaviour, social, emotional and behaviour, social integration, social learning, emotional learning, preventive, guideline for work
    Number of Pages: 136
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    izr. prof. dr. Darja Zorc MaverMentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=9553225)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 1290
    Date Deposited: 18 Feb 2013 11:58
    Last Modified: 26 Mar 2013 08:32
    URI: http://pefprints.pef.uni-lj.si/id/eprint/1290

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