Inclusion in Kindergarten, with An Aspect on Social Disadvantage

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F46358978%3A_____%2F21%3A00000122" target="_blank" >RIV/46358978:_____/21:00000122 - isvavai.cz</a>

Výsledek na webu

<a href="https://pressto.amu.edu.pl/index.php/se/article/view/26857/24636" target="_blank" >https://pressto.amu.edu.pl/index.php/se/article/view/26857/24636</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.14746/se.2020.59.19" target="_blank" >10.14746/se.2020.59.19</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Inclusion in Kindergarten, with An Aspect on Social Disadvantage

Popis výsledku v původním jazyce

Social disadvantage is a construct that captures various dimensions of social position, such as economic status, educational attainment, as well as ethnicity. There is considerable evidence that social disadvantage is associated with emotional and behavioural problems in children (Bergin &amp; Bergin, 2015). Nowadays, the theme of inclusion is accurate hence the issue of social disadvantages is not topic just for the pedagogy and pedagogical workers. At the same level, the authors focus on social disadvantages children in kindergartens. A challenge for intervention includes that social disadvantage is often structural in nature and, as a result, is largely impervious to change. It has been found that much of the association of low family income with adverse child development is indirect, through more proximal processes such as parental mental health and the home environment, rather than direct. Therefore, it is crucial for pedagogical workers such as teacher, teacher assistants etc., to acknowledge the sensitivity of social disadvantages which a family can face to. This chapter aims to highlights the issue of social disadvantages which can occur in kindergarten, with an emphasis on inclusion. By using the case studies the authors have found out how a status of a social disadvantage child influence a child and its family. Also, how this problematic is seen by pedagogical workers in chosen kindergarten.

Název v anglickém jazyce

Inclusion in Kindergarten, with An Aspect on Social Disadvantage

Popis výsledku anglicky

Social disadvantage is a construct that captures various dimensions of social position, such as economic status, educational attainment, as well as ethnicity. There is considerable evidence that social disadvantage is associated with emotional and behavioural problems in children (Bergin &amp; Bergin, 2015). Nowadays, the theme of inclusion is accurate hence the issue of social disadvantages is not topic just for the pedagogy and pedagogical workers. At the same level, the authors focus on social disadvantages children in kindergartens. A challenge for intervention includes that social disadvantage is often structural in nature and, as a result, is largely impervious to change. It has been found that much of the association of low family income with adverse child development is indirect, through more proximal processes such as parental mental health and the home environment, rather than direct. Therefore, it is crucial for pedagogical workers such as teacher, teacher assistants etc., to acknowledge the sensitivity of social disadvantages which a family can face to. This chapter aims to highlights the issue of social disadvantages which can occur in kindergarten, with an emphasis on inclusion. By using the case studies the authors have found out how a status of a social disadvantage child influence a child and its family. Also, how this problematic is seen by pedagogical workers in chosen kindergarten.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

—

OECD FORD obor

50302 - Education, special (to gifted persons, those with learning disabilities)

Projekt

—

Návaznosti

N - Vyzkumna aktivita podporovana z neverejnych zdroju

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

STUDIA EDUKACYJNE

ISSN

1233-6688

e-ISSN

—

Svazek periodika

15

Číslo periodika v rámci svazku

59

Stát vydavatele periodika

PL - Polská republika

Počet stran výsledku

24

Strana od-do

311-334

Kód UT WoS článku

—

EID výsledku v databázi Scopus

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