Podrobný výpis o publikaci

STÁREK, Lukáš a Eliška BUCHTOVÁ. Inclusion in Kindergarten, with An Aspect on Social Disadvantage. STUDIA EDUKACYJNE. POZNAŃ: Wydział Studiów Edukacyjnych UAM, roč. 15, č. 59, s. 311-334. ISSN 1233-6688. doi:10.14746/se.2020.59.19. 2021.

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Základní údaje
Originální název	Inclusion in Kindergarten, with An Aspect on Social Disadvantage
Autoři	STÁREK, Lukáš (203 Česká republika, garant, domácí) a Eliška BUCHTOVÁ (203 Česká republika, domácí).
Vydání	STUDIA EDUKACYJNE, POZNAŃ, Wydział Studiów Edukacyjnych UAM, 2021, 1233-6688.

Další údaje
Originální jazyk	angličtina
Typ výsledku	Článek v odborném periodiku
Obor	50302 Education, special
Stát vydavatele	Polsko
Utajení	není předmětem státního či obchodního tajemství
WWW	URL
Kód RIV	RIV/46358978:_____/21:00000122
Organizace	Univerzita Jana Amose Komenského Praha s.r.o. – Repozitář
Doi	http://dx.doi.org/10.14746/se.2020.59.19
Klíčová slova anglicky	case study;child;inclusion;kindergarten;preschool education;social disadvantage
Příznaky	Mezinárodní význam, Recenzováno
Změnil	Změnil: Roman Zezulka, učo 1135. Změněno: 16. 3. 2021 14:36.

Anotace
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 & 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.

Anotace

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 & 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.