| Abstract [eng] |
Today’s topical topics are children’s emotions and behavioural difficulties in preschools. There are many articles on supporting positive child behaviour, but this aspect is not empirically developed by analyzing the compatibility of constructing positive behaviour between educators and them. This dissertation examines what positive child behaviour strategies are used by preschool educators and children of different aptitudes, as well as children raising preschool children, and if they are effective. The research aims to reveal strategies for constructing positive behaviour in preschool children. To this end, 3 tasks need to be examined: 1. To analyze the scientific literature on examples of positivity behaviour, construction strategies and application possibilities; (literature analysis) 2. Identify and pre-school educators and ensure the applied behaviour management strategy (semi-structured interview method); 3. To find out the applied strategy of constructing positive behaviour (activity research). The works consist of three parts: emotional physiology allowed during the first final work, research of emotions, theoretical aspects of the mechanism of cognition and construction. The second part of this work examines ways of constructing positive behaviour. For the third time, the results of strategic research on constructing positive behaviour are revealed. Key findings of the study: 1. Emotions are an integral part of our lives. The way we can manage emotions turns back to our behaviour and sense of the world. The links between cognition of emotions and child behaviour are extensively examined in the psychological and pedagogical literature aimed at constructing an effective model of child emotions and behaviour. The detailed essential criteria are how recognizable children 's problems and problems are addressed, taking into account preventive measures that ensure favourable conditions, if possible, that the treatment of children (and) emotional difficulties, taking into account the child' s needs. 2. The study found when educators did not use positive encouragement as a positive behaviour strategy. Encouraging positives chose parents more than mothers, mothers focused on targets and boundary setting. The educator mentioned therapeutic activities as a positive way to manage behaviour. It can be said that the pedagogical and strategic overlap. 3. The study found that many emotional problems arise from a child’s health and the emotional environment if he or she is interacting with adults and children, providing a physical environment if he or she does not feel safe. Changes for parents, peculiarities of educators' communication and self-communication, greater emotional and behavioural changes, as well as important assessments of the child's achievements, as well as the transformation of the spaces in which help is provided and positive results. |
