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Inclusion in Kindergarten, with An Aspect on Social Disadvantage

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STÁREK, Lukáš and Eliška BUCHTOVÁ. Inclusion in Kindergarten, with An Aspect on Social Disadvantage. STUDIA EDUKACYJNE. POZNAŃ: Wydział Studiów Edukacyjnych UAM, 2021, vol. 15, No 59, p. 311-334. ISSN 1233-6688. doi:10.14746/se.2020.59.19.
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Basic information
Original name Inclusion in Kindergarten, with An Aspect on Social Disadvantage
Authors STÁREK, Lukáš (203 Czech Republic, guarantor, belonging to the institution) and Eliška BUCHTOVÁ (203 Czech Republic, belonging to the institution).
Edition STUDIA EDUKACYJNE, POZNAŃ, Wydział Studiów Edukacyjnych UAM, 2021, 1233-6688.
Other information
Original language English
Type of outcome Article in a journal
Field of Study 50302 Education, special
Country of publisher Poland
Confidentiality degree is not subject to a state or trade secret
Organization Univerzita Jana Amose Komenského Praha s.r.o.
Keywords in English case study;child;inclusion;kindergarten;preschool education;social disadvantage
Tags International impact, Reviewed
Changed by Changed by: Roman Zezulka, učo 1135. Changed: 16. 3. 2021 14:36.
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.
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