SOCIO-EMOCIONALNI PROBLEMI I PROBLEMI U PONAŠANJU DECE PREDŠKOLSKOG UZRASTA I MOGUĆNOSTI INTERVENCIJE
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Oct 16, 2019
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Broj dece koja imaju socijalne i emocionalne poteškoće konstantno raste. Socio-emocionalni problemi i problemi u ponašanju mogu predstavljati rizik za pojavu ozbiljnijih poremećaja u kasnijem životu. Pored toga, deca sa problemima u ponašanju i nedovoljno razvijenim socio-emocionalnim kompetencijama imaju tendenciju da se teže uključuju u vršnjačku interakciju, a ponekad su čak isključena iz socijalnih aktivnosti. Mnoga deca sa osnovnim socio-emocionalnim problemima i problemima u ponašanju kojima nedostaje formalna dijagnoza, kao što su npr. poremećaji autističnog spektra, ne dobijaju nužno nikakvu pomoć ili intervenciju, dok istovremeno predstavljaju izazov sa kojim ni roditelji ni vaspitači ne mogu da se nose. Deca su tako izložena riziku i zbog toga se čini neophodnim istražiti i razumeti koje su moguće intervencije za podršku socijalnom i emocionalnom razvoju dece predškolskog uzrasta. Intervencija na predškolskom uzrastu može biti usmerena na roditelje kroz različite programe podrške, edukacijem kao i na decu putem obuke, u vidu različitih oblika intervencija zasnovanih na igri; ali, istovremeno i na roditelje i na decu.
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Baker, B. L., McIntyre, L. L., Blancher, J., Crnic, K. A., Edelbrock, C., & Low, C. (2003). Pre-school children with and without developmental delay: Behaviour problems and parenting stress over time. Journal of Intellectual and Developmental Disability, 47(4/5), 217-230.
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Campbell, S. B., Shaw, D. S., & Gilliom, M. (2000). Early externalizing behavior problems: toddlers and preschoolers at risk for later maladjustment. Development and Psychopathology, 12(3), 467–488.
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Carter, A. S., Briggs-Gowan, M. J., & Davis, N. O. (2004). Assessment of young children’s social-emotional development and psychopathology: Recent advances and recommendations for practice. Journal of Child Psychology and Psychiatry and Allied Disciplines, 45(1), 109–134.
Cheng, Y.-J., & Ray, D. C. (2016). Child-Centered Group Play Therapy: Impact on Social-Emotional Assets of Kindergarten Children. The Journal for Specialists in Group Work, 41(3), 209–237.
Claessens, A. (2012). Kindergarten child care experiences and child achievement and socioemotional skills. Early Childhood Research Quarterly, 27(3), 365–375.
De Graaf, I., Speetjens, P., Smit, F., de Wolff, M., & Tavecchino, L. (2008). Effectiveness of The Triple P Positive Parenting Program on Behavioral Problems in Children. Behavior Modification, 32(5), 714-735.
Denham, S. A., Blair, K. A., DeMulder, E., Levitas, J., Sawyer, K., Auerbach-Major, S., & Queenan, P. (2003). Preschool emotional competence: pathway to social competence? Child Development, 74(1), 238–256.
Diken, I. H., & Rutherford, R. B. (2005). First step to success early intervention program: A study of effectiveness with Native-American children. Education & Treatment of Children, 28(4), 444–465.
Dodge, K. A., Lansford, J. E., Burks, V. S., Bates, J. E., Pettit, G. S., Fontaine, R., Price, J. M. (2003). Peer rejection and social information-processing factors in the development of aggressive behavior problems in children. Child Development, 74, 374–393.
Gardner, F., Shaw, D., Dishion, T., & Burton, J. (2007). Randomized Prevention Trial for Early Conduct Problems: Effects on Proactive Parenting and Links to Toddler Disruptive Behavior. Journal of Family Psychology, 21(3), 398-406.
Jianghong, L. (2004). Childhood Externalizing Behavior: Theory and Implications. Journal of Child and Adolescent Psychiatrics Nursing, 17(3), 93-103.
Kariuki, M. W., Chepchieng, M. C., Mbugua, S. N., & Ngumi, O. N. (2007). Effectiveness of Early Childhood Education Programme in Preparing Pre-School Children in Their Social-Emotional Competencies at the Entry to Primary One. Educational Research and Reviews, 2(2), 26–31.
Klemenović, J. (2014). Spremnost za školu u inkluzivnom kontekstu. Novi Sad: Filozofski fakultet u Novom Sadu.
Ladd, G. W. (2006). Peer rejection, aggressive or withdrawn behavior, and psychological maladjustment from ages 5 to 12: an examination of four predictive models. Child Development, 77, 822–846.
Özyurt, G., Dinsever, Ç., Çaliskan, Z., & Evgin D. (2018). Can positive parenting program (Triple P) be useful to prevent child maltreatment? Indian Journal of Psychiatry, 60(3), 286-291.
Pešikan, Antić. (2012). Učenje i razvoj na ranim uzrastima. U: A. Baucal (Ur.), Standardi za razvoj i učenje dece ranih uzrasta u Srbiji (pp. 85-111). Beograd: Institut za psihologiju Filozofskog fakulteta Univerziteta u Beogradu.
Ray, D. (2004). Supervision of Basic and Advanced Skills in Play Therapy. Journal of Professional Counseling, Practice Theory, & Research, 32(2), 28-41.
Sanders, M.R., Markie-Dadds, C., Tully, L., & Bor, B. (2000). The Triple P - Positive Parenting Program: A comparison of enhanced, standard and self-directed behavioural family intervention for parents of children with early onset conduct problems. Journal of Consulting and Clinical Psychology, 68, 624–640.
Schmitt, S. A., Flay, B. R., & Lewis, K. (2014). A Pilot Evaluation of the “Positive Action” Prekindergarten Lessons. Early Child Development and Care, 184(12), 1978–1991.
Shaw, D., & Taraban, L. (2018). New Directions and Challenges in Preventing Conduct Problems in Early Childhood. Child Development Perspectives, 11(2), 85-89.
Sjöman, M., Granlund, M., & Almqvist, L. (2016). Interaction processes as a mediating factor between children’s externalized behaviour difficulties and engagement in preschool. Early Child Development and Care, 186(10), 1649–1663.
Tahirović, S. (2015). Moć igre u psihoterapijskom radu sa djecom. Unapređenje kvalitet života djece i mladih, 182-193.
Topham, G. L., & VanFleet, R. (2011). Filial therapy: A structured and straightforward approach to including young children in family therapy. The Australian and New Zealand Journal of Family Therapy, 32(2), 144–158.
UNICEF (2014). A Systematic Review of Parenting Programmes for Young Children. New York: Unicef.
VanFleet, R., Sywulak, A. E., & Caparosa Sniscak, C. (2010). Child-centered play therapy. New York: The Guildford Press.
Waliski, A. D., & Carlson, L. A. (2008). Group Work with Preschool Children: Effect on Emotional Awareness and Behavior. Journal for Specialists in Group Work, 33(1), 3–21.
Žunić-Pavlović, V., i Kovačević-Lpojević, M. (2011). Prevalencija i razvoj poremećaja ponašanja u detinjstvu. Specijalna edukacija i rehabilitacija, 10(4), 725-742.
Bailey, R. (2002). Playing social chess: Children’s play and social intelligence. Early Years, 22, 163–173.
Baker, B. L., McIntyre, L. L., Blancher, J., Crnic, K. A., Edelbrock, C., & Low, C. (2003). Pre-school children with and without developmental delay: Behaviour problems and parenting stress over time. Journal of Intellectual and Developmental Disability, 47(4/5), 217-230.
Bašić, (2012). Socijalno-emocionalno učenje i prevencija rizičnih ponašanja u okruženju predškolskih ustanova. U: I. Pehlić, E. Vejo i A. Hasanagić (Ur.), Suvremeni tokovi u ranom odgoju, (pp. 495-511). Zenica: Islamski pedagoški fakultet Univerziteta u Zenici.
Bratton, S. C., Ceballos, P. L., Sheely-Moore, A. I., Meany-Walen, K., Pronchenko, Y., & Jones, L. D. (2013). Head start early mental health intervention: Effects of child-centered play therapy on disruptive behaviors. International Journal of Play Therapy, 22(1), 28–42.
Bratton, S. C., Ray, D., Rhine, T., & Jones, L. (2005). The Efficacy of Play Therapy With Children: A Meta-Analytic Review of Treatment Outcomes. (1). Professional Psychology: Research and Practice, 36(4), 376–390.
Campbell, S. B., Shaw, D. S., & Gilliom, M. (2000). Early externalizing behavior problems: toddlers and preschoolers at risk for later maladjustment. Development and Psychopathology, 12(3), 467–488.
Caselman, T. D., & Self, P. A. (2008). Assessment instruments for measuring young children’s social-emotional behavioral development. Children & Schools, 30(2), 103–115.
Carter, A. S., Briggs-Gowan, M. J., & Davis, N. O. (2004). Assessment of young children’s social-emotional development and psychopathology: Recent advances and recommendations for practice. Journal of Child Psychology and Psychiatry and Allied Disciplines, 45(1), 109–134.
Cheng, Y.-J., & Ray, D. C. (2016). Child-Centered Group Play Therapy: Impact on Social-Emotional Assets of Kindergarten Children. The Journal for Specialists in Group Work, 41(3), 209–237.
Claessens, A. (2012). Kindergarten child care experiences and child achievement and socioemotional skills. Early Childhood Research Quarterly, 27(3), 365–375.
De Graaf, I., Speetjens, P., Smit, F., de Wolff, M., & Tavecchino, L. (2008). Effectiveness of The Triple P Positive Parenting Program on Behavioral Problems in Children. Behavior Modification, 32(5), 714-735.
Denham, S. A., Blair, K. A., DeMulder, E., Levitas, J., Sawyer, K., Auerbach-Major, S., & Queenan, P. (2003). Preschool emotional competence: pathway to social competence? Child Development, 74(1), 238–256.
Diken, I. H., & Rutherford, R. B. (2005). First step to success early intervention program: A study of effectiveness with Native-American children. Education & Treatment of Children, 28(4), 444–465.
Dodge, K. A., Lansford, J. E., Burks, V. S., Bates, J. E., Pettit, G. S., Fontaine, R., Price, J. M. (2003). Peer rejection and social information-processing factors in the development of aggressive behavior problems in children. Child Development, 74, 374–393.
Gardner, F., Shaw, D., Dishion, T., & Burton, J. (2007). Randomized Prevention Trial for Early Conduct Problems: Effects on Proactive Parenting and Links to Toddler Disruptive Behavior. Journal of Family Psychology, 21(3), 398-406.
Jianghong, L. (2004). Childhood Externalizing Behavior: Theory and Implications. Journal of Child and Adolescent Psychiatrics Nursing, 17(3), 93-103.
Kariuki, M. W., Chepchieng, M. C., Mbugua, S. N., & Ngumi, O. N. (2007). Effectiveness of Early Childhood Education Programme in Preparing Pre-School Children in Their Social-Emotional Competencies at the Entry to Primary One. Educational Research and Reviews, 2(2), 26–31.
Klemenović, J. (2014). Spremnost za školu u inkluzivnom kontekstu. Novi Sad: Filozofski fakultet u Novom Sadu.
Ladd, G. W. (2006). Peer rejection, aggressive or withdrawn behavior, and psychological maladjustment from ages 5 to 12: an examination of four predictive models. Child Development, 77, 822–846.
Özyurt, G., Dinsever, Ç., Çaliskan, Z., & Evgin D. (2018). Can positive parenting program (Triple P) be useful to prevent child maltreatment? Indian Journal of Psychiatry, 60(3), 286-291.
Pešikan, Antić. (2012). Učenje i razvoj na ranim uzrastima. U: A. Baucal (Ur.), Standardi za razvoj i učenje dece ranih uzrasta u Srbiji (pp. 85-111). Beograd: Institut za psihologiju Filozofskog fakulteta Univerziteta u Beogradu.
Ray, D. (2004). Supervision of Basic and Advanced Skills in Play Therapy. Journal of Professional Counseling, Practice Theory, & Research, 32(2), 28-41.
Sanders, M.R., Markie-Dadds, C., Tully, L., & Bor, B. (2000). The Triple P - Positive Parenting Program: A comparison of enhanced, standard and self-directed behavioural family intervention for parents of children with early onset conduct problems. Journal of Consulting and Clinical Psychology, 68, 624–640.
Schmitt, S. A., Flay, B. R., & Lewis, K. (2014). A Pilot Evaluation of the “Positive Action” Prekindergarten Lessons. Early Child Development and Care, 184(12), 1978–1991.
Shaw, D., & Taraban, L. (2018). New Directions and Challenges in Preventing Conduct Problems in Early Childhood. Child Development Perspectives, 11(2), 85-89.
Sjöman, M., Granlund, M., & Almqvist, L. (2016). Interaction processes as a mediating factor between children’s externalized behaviour difficulties and engagement in preschool. Early Child Development and Care, 186(10), 1649–1663.
Tahirović, S. (2015). Moć igre u psihoterapijskom radu sa djecom. Unapređenje kvalitet života djece i mladih, 182-193.
Topham, G. L., & VanFleet, R. (2011). Filial therapy: A structured and straightforward approach to including young children in family therapy. The Australian and New Zealand Journal of Family Therapy, 32(2), 144–158.
UNICEF (2014). A Systematic Review of Parenting Programmes for Young Children. New York: Unicef.
VanFleet, R., Sywulak, A. E., & Caparosa Sniscak, C. (2010). Child-centered play therapy. New York: The Guildford Press.
Waliski, A. D., & Carlson, L. A. (2008). Group Work with Preschool Children: Effect on Emotional Awareness and Behavior. Journal for Specialists in Group Work, 33(1), 3–21.
Žunić-Pavlović, V., i Kovačević-Lpojević, M. (2011). Prevalencija i razvoj poremećaja ponašanja u detinjstvu. Specijalna edukacija i rehabilitacija, 10(4), 725-742.