| Abstract [eng] |
The paper presents a study that aims to reveal the ways and means of constructing the desired behaviour, which are used by preschool educators and parents of students in educating children with behavioural and emotional difficulties. In order to theoretically substantiate the main constructs of the work, the method of analysis of scientific literature was used. For the collection of empirical data, a questionnaire survey was conducted online. Descriptive statistics (factor analysis, correlation coefficient) and content analysis methods were used for data analysis. The study involved 110 pedagogues (educators) of twenty preschool education institutions of Šiauliai City Municipality and 289 parents of students attending them. The main conclusions of the empirical research: 1. The factor model of desired behaviour constructing methods applied by educators and parents has revealed that both parents and educators often construct positive interactions with the child, use positive reinforcement to emphasize and praise positive behaviour while displaying confidence in the child and developing the child’s self-confidence. Behaviour constructing methods and tools based on the demonstration and promotion of alternative socially acceptable behaviours dominate in the educational institution and in family. It has been revealed that, in comparison to parents, educators are more successful in managing their emotions when children misbehave. According to the results of the survey, both groups of respondents only sometimes apply disciplinary measures. However, there are cases when, in certain situations, both parents and educators use unacceptable behaviour constructing methods, such as: shaming, raising the voice, shouting, ignoring. 2. In preschool education institutions, help is initiated for both parents and educators who raise children with behavioural and emotional difficulties, but, as the respondents point out, help is provided only occasionally. |
