Odgojne znanosti, Vol. 9 No. 1 (13), 2007.
Izvorni znanstveni članak
THE WAYS IN WHICH PARENTS AND PRE-SCHOOL TEACHERS ESTIMATE BEHAVIOUR AND EMOTIONAL DEVELOPMENT OF PRE-SCHOOL CHILDREN
Davor Mikas
; Dječji vrtić Cvrčak, Solin
Sažetak
Abstract
The goal of our survey was to investigate the coherence of the estimated behavioural and/or emotional problems of pre-school children among their parents and pre-school teachers. The balance between parents’ and pre-school teacher’s evaluation is highly important, not only for the problem detection, but also for adequate evaluation and understanding of the problem. The balance is also important for appropriate selection of treatment procedure. The sample used in the survey comprised 150 pre-school children from the nursery schools Cvrčak in Solin and Grigor Vitez in Split. The parents and pre-school teachers were also included in evaluation. For the purpose of the study a few different questionnaires were used: Questionnaire for Teachers, Achenbach questionnaire for parents – Child Behaviour Check List (CBCL – 4 – 18) and Achenbach questionnaire for teachers – Teacher Report Form (TRF – 4 – 18). The obtained results point at no significant coherence in evaluation of behavioural and/or emotional problems of pre-school children between the parents and pre-school-teachers. In the evaluation of children who need professional help the pre-school teachers were more supportive and sensible comparing to the parents. Attention disorder, aggressive and violent behaviour are the most common problems. Similarly, children who, according to pre-school teachers, have no problems in developmental were judged more severely by their parents.
Ključne riječi
CBCL/4-18; TRF/4-18; preschool children; emotional problems; behaviour problems; correspondence among informants
Hrčak ID:
20816
URI
Datum izdavanja:
13.6.2007.
Posjeta: 7.707 *