Hvordan erfarer styrer og pedagogiske ledere at strukturelle og relasjonelle faktorer kan påvirke barn som viser utfordrende atferd i barnehagen?
This study sheds light on how leader and educational leaders have observed that structural and relational factors affect children showing challenging behavior in kindergarten. The study is qualitative and the data is collected in tree kindergartens through semi-structured interview of leader and semi-structured focus group interview with educational leaders. The findings are presented and discussed in three main categories; challenging behavior, structural factors and relational factors. Challenging behavior is considered a part of everyday life in kindergarten and informants describe unrest group of children, difficulties in adapting to the rules and routines, and acts of aggression against other children and adults in the kindergarten. There are complex reasons why children show challenging behavior, says informants and kindergarten environment is not seen as a direct cause, but rather as a space for action and revention. There is a structural factor that informants felt is significant in relation to children showing challenging behavior, and that is the size of the child group. Large groups of children creates unrest, noise and a chaotic situations that may trigger challenging behavior, while splitting into smaller groups have the opposite effect. The physical environment is also a structural factor that is crucial for the behavior that appears. Findings show that it is on tour in nature these children flourish, and conflicts and challenging behavior are virtually absent there. When it comes to relational factors, findings show that creating good relationships with children showing challenging behavior is a good tool to change behavior in a positive direction. The success of relational work is of great importance for the employees' well-being in kindergarten, but sometimes they experience stress, frustration and a sense of coming up short when facing this behavior. To improve their relationship skills staff allocate time for communal reflection and discussion about the attitudes and actions of everyday practice. Findings of this study show that some challenges to facilitate good structural and relational factors in kindergarten. The biggest challenge is perhaps to have sufficient staff to maintain stability and continuity both in relationships and daily routines in kindergarten.
Publisert i 2016
Les artikkelen her