The research represents a part of the larger research in which paricipated 200 teachers of pre-school children, who were in 2011/12 employed in public kindergartens in the departments of the second age level. The research wanted to determine which forms of the disturbing behaviour of children appear most frequently in the pre-school period and in what way the teachers respond to them. We departed from the theoretical standpoint that social, behavioural and emotional problems of children are the consequence of what goes on in a group, environment and an individual. Interactionist and phenomenological theories stress that it depends on the way of perceiving typification how we understand a certain bahaviour and the responses to it. The research results have shown that in this period the most frequent are the types of bahaviour that are not connected with physical violence. The response of pre-school teachers to the disturbing types of behaviour is mostly the prevention of inappropriate behaviour and and the establishment of positive relations. On the basis of the results obtained we emphasized the importance of preventive social and emotional learning, which maintains that a systematic learning of social and emotional skills can prevent the emergence of many risky forms of behaviour, while it at the same time encourages in children the development of cognitive, behavioural and emotional competences. Based on the research findings a program of practical implemetation of preventive pre-school and school activities is being prepared.
F.11 Development of a new service
COBISS.SI-ID: 9961545In contemporary times, the professions in the field of education sciences are facing new challenges associated with working with families with accumulated difficulties. Based on our research projects, we found that the needs of these families are not aligned with offers of those institutions, which on both sides leads to dissatisfaction. Research has given us insight into both the needs of vulnerable families as well as the mode of operation of different institution. In dialogue with both sides, we developed new ways of working with vulnerable families, which are mainly based on the imperative of flexibility and prioritize actual needs against institutional protocols. More directly targeted cooperation can bring greater coherence by separate actors and enhance mutual learning and solving common problems detected.
F.11 Development of a new service
COBISS.SI-ID: 10443593Poverty is a very complex social phenomenon which varies considerably over time, but has a strong impact on the lives of children and adolescents. Since most researchers in this field addresses specific factors (eg. parents' education, family income, quality of speech in families), which have a significant impact particularly on the learning performance of children and adolescents, the purpose of this paper is to present the possibilities of how preschool and school teachers help children and adolescents in overcoming the obstacles of poverty. In doing so, it must be emphasized that none of the methods listed will be successful if we will not take the time to learn about the experience of the child or adolescent and do our best to establish a respectful relationship with him.
F.18 Transfer of new know-how to direct users (seminars, fora, conferences)
COBISS.SI-ID: 10068809A member of the research program team Pavel Zgaga has been a co-editor of the extensive international monograph, which was created as a result of the international conference, which was organized in 2013 the University of Krakow. It has covered nearly 100 articles, which are organized in thematic sections on human factors and technology, psychology, management, higher education and education in contemporary society. The book as a whole explores the human factors associated with modern social development in the field of science, technology and higher education and in the context of the rapid development in these areas. It also discusses new paradigm for higher education and examines the future challenges and possible contributions in the field of human factors research.
C.01 Editorial board of a foreign/international collection of papers/book
N. Noddings’ theory of the ethics of care is a contentious theory of child education. It is marked by opposition to Kant’s moral theory. The point of departure that “Kant subordinates feeling to reason” conveys the theory to a position of opposition due to the assertion that feeling or emotion in moral behaviour has priority over reason. The point is also evident from, for instance, the thesis that “natural caring” has priority over “ethical caring”. In our argumentation, we follow from cultural anthropology and the psychoanalytical theory of Freud and Lacan, according to which the fundamental personality structure in a human being is formed with the entry to language and through the symbolic patterns of culture, to the Other as discourse. Through the Other are formed comprehension, feeling, perception, emotions, etc. Conceptual oppositions such as “feeling” versus “reason” are therefore too limited. From the perspective of psychoanalysis, the initial position of the child is completely overlooked in the theory of care. If parents understand care for the child as the constant demonstration of unconditional spontaneous love, this kind of relationship has undesirable educational effects because it can encourage the retention of the child’s primary narcissism and/or pleasure. The effect is a specific structure of the subject and its capacities for ethical reflection. Moral reflection is always also dependent on the content of the internalised norms and values of the individual. Ethics of care in a certain way recommends that we can turn a blind eye to the symbolic field, and therefore also to the network of values, when we educate. Education that is derived only from care, without being derived from the articulation of specific values, can lead to education that supports, for instance, the racist subject (as we demonstrate with an example), which is unacceptable from the perspective of the values and norms of the majority of contemporary civilisations. The educational effects described above can arise, but not necessarily, since in education in relation to the child, always also unintentional educational effects can occur. The problem lies in the fact that the ethics of care with its conceptual apparatus is incapable of theorising these complex effects.
B.04 Guest lecture
COBISS.SI-ID: 10068297