Annual of social work, Vol. 25 No. 3, 2018.
Original scientific paper
https://doi.org/10.3935/ljsr.v25i3.198
HOW PRESCHOOL TEACHERS ADDRESS RISK BEHAVIOURS IN CHILDREN
Nataša Vlah
orcid.org/0000-0003-3965-0927
; Faculty of Teacher Education, University of Rijeka, Rijeka, Croatia
Anja Mirosavljević
; Faculty of Education and Rehabilitation Sciences, University of Zagreb, Zagreb, Croatia
Vesna Katić
orcid.org/0000-0002-9822-1244
; Faculty of Teacher Education, University of Rijeka, Rijeka, Croatia
Abstract
Risk behaviours at preschool age are among the strongest predictors for later behavioural problems. Preschool age is therefore crucial for prevention and early intervention. In this context, kindergartens are particularly important, and competent preschool teachers implementing numerous activities with children, including those exhibiting risky behaviours, are an important element of protection.
The paper reports on the results of a qualitative analysis of focus groups consisting of preschool teachers from the kindergarten Rijeka, who shared their views of competences and strategies for working with such children, as well as of the difficulties arising on a daily basis in the work with children engaging in risk behaviours.
Thematic analysis according to Clarke and Braun (2013) has been applied for this purpose, highlighting three topics: »Factors contributing to appropriately addressing risk behaviours in children«, »Factors contributing to ineffectively addressing risk behaviours in children«, and »Recommendations for improving work with children engaging in risky behaviour«.
There is a need for the implementation of prevention and early intervention programmes in kindergartens as well as for providing systematic and expert support to preschool teachers in their work with children engaging in risky behaviour.
Keywords
preschool teachers; preschool children; risk behaviours; thematic analysis
Hrčak ID:
218680
URI
Publication date:
2.4.2019.
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