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I am i, you are you! Understanding social interactions and deviant behaviour of preschool children

Tanja Hecl (2015) I am i, you are you! Understanding social interactions and deviant behaviour of preschool children. Diploma thesis.

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    Abstract

    I start the theoretical part of my bachelor’s thesis with a description of preschool children's social development, which is tied to social learning, which develops social skills for quality interactions in a preschool group. According to Marjanovič Umek and Zupančič (2009), the development of new forms of social interactions and social competences brings about a development and an improvement of communication skills, prosocial behaviour, empathy and joint problem solving. However, members of a group are also individuals who are not popular among their peers. Their unpopularity is a reflection of unwanted and unpleasant behavioural reactions. Such an individual expresses his or her problematic and unacceptable behaviour towards other children by reacting physically aggressively, impulsively and unpredictably. I continue the theoretical part of my thesis by introducing deviant behaviours of a preschool child and protective and risk factors, which are extraordinarily important for a professional worker to understand emotional behavioural problems. I also mention the importance of social games, which are used for relational learning in the educational process and through which the participants get to know themselves, their needs, feelings and frames of mind, and learn how to communicate in an acceptable way. Then, in the empirical part, with the help of the case study, where a researcher actively participates in the research situation (intentionally observes, prepares workshops and conducts an interview) I conduct a research, whether the method of a social game will improve the relations and communication between the boy with behavioural problems and the group, how the teacher accepts the child with behavioural issues and how the boy with behavioural problems is accepted by his peers. The case study has demonstrated that social games did not improve the communication and the relations between the boy and the group. They have helped reduce his impulsiveness and relax him. The interview with the teacher has supported her efforts to understand the interactions between the children and the boy. She has established a reciprocal and respectable relationship with him, which she has also passed onto other members of the group on a daily basis. The sociogram has explicitly shown the position of the boy Žan in the group. He was chosen by only one boy, which means that he is one of the unpopular children of the group. The unpopular child is critical of and antagonistic towards his peers. Because of his behavioural reactions (physical aggressiveness, destructive behaviours and harassment), he is frequently rejected or not chosen for joint games and activities.

    Item Type: Thesis (Diploma thesis)
    Keywords: social interactions, social games, acceptance in a group, deviant behaviour, case study
    Number of Pages: 87
    Language of Content: Slovenian
    Mentor / Comentors:
    Mentor / ComentorsIDFunction
    izr. prof. dr. Mitja KrajnčanMentor
    Link to COBISS: http://www.cobiss.si/scripts/cobiss?command=search&base=50126&select=(ID=10597961)
    Institution: University of Ljubljana
    Department: Faculty of Education
    Item ID: 2872
    Date Deposited: 01 Jul 2015 08:14
    Last Modified: 01 Jul 2015 08:14
    URI: http://pefprints.pef.uni-lj.si/id/eprint/2872

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