THE STRATEGIES OF KINDERGARTEN TEACHERS FOR THE INCLUSION OF CHILDREN FROM DESTITUTE FAMILIES INTO AIMED ACTIVITIES

Abstract

The goal of this research is to determine which strategies within six teaching methods kindergarten teachers apply in order to include poor children in all kindergarten activities. The research has been realized by the polling of 384 kindergarten teachers employed in preschool institutions in several towns in Serbia. The research results indicated the readiness of kindergarten teachers to provide support and develop the strategies for the inclusion of poor children in all preschool aimed activities - teaching methods. The support for poor children in the activities, support for parents, support from a professional service and informing about a child represent the framework of the strategies kindergarten teachers apply in an educational and upbringing process in order to mitigate the consequences of insufficiently stimulating environments in which the children live. Similarly, parents are pointed to the significance of education and upbringing of their children with a collaboration and partnership with preschool institution. The support for poor children in activities is a field in which kindergarten teachers make the most contribution in the implementation of their strategies by realizing six teaching methods. The strategies rely on the organization of teaching methods in which a child’s integrated learning is supported. In addition to this, poor children are provided with peer support, since the activities are organized in small groups and as a work in pairs, depending on needs. Kindergarten teachers start from the experience of a child and throughout the individualized organization of educational and upbringing work, they enable poor children to investigate, express and deepen their knowledge in activities. The children are encouraged to present the knowledge to peers, to collaborate with them and seek for possible solutions.