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V šolskem okolju otroci doživljajo in izražajo različna čustva, ki vplivajo na njihove medosebne odnose in akademsko delovanje. Zato je raziskovanje čustvovanja otrok v šoli pomembno, zlasti čustvovanja otrok z lažjimi motnjami v duševnem razvoju (LMDR), ki je precej neraziskano področje. V magistrskem delu smo se osredotočili nanj pri učencih od prvega do petega razreda osnovne šole s prilagojenim programom z nižjim izobrazbenim standardom (PP z NIS). Izvedli smo raziskavo, v okviru katere smo s pomočjo opazovalne sheme Čustva otrok v razredu (Prosen in Smrtnik Vitulić, 2017) opazovali čustveno izražanje 62-ih učencev z LMDR in opravili intervjuje s štirimi učitelji osnovne šole s PP z NIS. Na podlagi rezultatov raziskave smo ugotovili, da učenci z LMDR v šolskem okolju izražajo naslednja neprijetna čustva: najpogosteje jezo, nato sram, strah, zadrego, žalost, škodoželjnost, zavist in gnus. Jezo so v povprečju v šolskem dnevu izrazili štirikrat, sram enkrat, ostala čustva pa manj kot enkrat. Učenci so jezo najpogosteje izražali zaradi določene zahteve učitelja ali zaradi neupoštevanja, sram zaradi graje učitelja, strah zaradi neuspeha, zadrego zaradi izpostavljenosti, žalost zaradi neizpolnjene želje ali nedoseženega cilja, škodoželjnost zaradi neuspeha sošolca, zavist zaradi pozornosti učitelja sošolcu in gnus zaradi hrane. Med obdobjem srednjega (6–9 let) in poznega otroštva (10–12 let) smo ugotovili statistično pomembne razlike le v pojavnosti žalosti, ki se je večkrat pojavila pri učencih v obdobju srednjega otroštva. Med spoloma ni bilo statistično pomembnih razlik v pojavnosti posameznih neprijetnih čustev. Ugotovili smo, da se v največ primerih učenci ob izražanju neprijetnih čustev niso besedno izrazili, ko pa so se, sta bila najpogostejša besedna odziva zapoved nekomu drugemu in pripomba oz. komentar učenca. Najpogosteje opažen nebesedni izraz učencev je bil pogled, pogosto so izražali tudi namrščenost obraza in kretnjo. Najpogosteje s strani sošolcev ni bilo odziva na izražena čustva opazovanega učenca. Če se je odziv pojavil, sta bila najpogostejša odziva s strani sošolcev nasprotovanje oz. obramba in upoštevanje čustvenega stanja opazovanega učenca. Tudi s strani učiteljev najpogosteje odziva na izraženo čustvo učenca ni bilo, če pa je bil, je bil to ukaz oz. navodilo. Pogosto se je učitelj odzval tudi z razlago (situacije), verbalno pripombo oz. odgovorom (na vprašanje) in tako, da je pomiril učenca. Učitelji v splošnem ne opažajo, da bi učenci z LMDR prepoznavali lastna čustva. Po drugi strani opažajo, da učenci bolje prepoznavajo čustva drugih ljudi kot lastna čustva. Po njihovem mnenju učenci prepoznavajo le temeljna čustva, kompleksnih ne. Učitelji pri učencih ne opažajo specifičnih strategij uravnavanja neprijetnih čustev. Učenci se v situacijah, ki izzovejo neprijetna čustva, odzovejo impulzivno. Učiteljem se zdi najbolj učinkovita strategija učenja o čustvenem uravnavanju učenje neposredno iz situacij, ki se v razredu dogajajo. Prav tako se veliko pogovarjajo o situacijah, ki so se otrokom zgodile doma. O čustvih učence posredno učijo skozi zgodbe, ki jih berejo pri pouku. O čustvih, čustvenih izrazih in situacijah doživljanja čustev se učijo preko slikovnega in video materiala. Učiteljem se zdi pomembno, da so sami dober model čustvenega uravnavanja in da o tej temi govorijo s starši. In a school environment, children experience and express various emotions that affect their interpersonal relationships and academic performance. Therefore, the research of children's emotions in school environment is important, especially the emotions of children with mild intellectual disabilities (MID), which is a rather unexplored area. In the master's thesis, we focused on that area in pupils from the first to the fifth grade of primary school with an adapted programme with a lower educational standard. We carried out a study in which we observed the emotional expression of 62 pupils with MID using the observation scheme “Children’s emotions in a classroom” (Prosen & Smrtnik Vitulić, 2017) and conducted interviews with four teachers at primary school with an adapted programme with a lower educational standard. Based on the results of the research, we found that pupils with MID express the following unpleasant emotions in the school environment: most often anger, then shame, fear, embarrassment, sadness, schadenfreude, envy, and disgust. On average, anger was expressed four times during the school day, shame once, and other emotions less than once. The pupils most often expressed anger due to a specific request from a teacher or due to noncompliance, shame due to the teacher's reprimand, fear due to failure, embarrassment due to exposure, sadness due to an unfulfilled wish or unachieved goal, schadenfreude due to a classmate's failure, envy due to a teacher's attention to a classmate and disgust with food. Between the period of middle (6–9 years) and late childhood (10–12 years), we found statistically significant differences only in the occurrence of sadness, which appeared more often in the middle childhood. There were no statistically significant gender differences in the occurrence of individual unpleasant emotions. We found that in most cases pupils did not express themselves verbally when expressing unpleasant emotions, but when they did, the most common verbal response was a command to someone else and a pupil’s remark or a comment. The most frequently observed non-verbal expression of the pupils was a gaze, often also frown and a gesture. Mostly, there was no response from classmates to the expressed emotions of the observed pupil. If a reaction did occur, the most common one was opposition or defence and consideration of the observed pupil’s emotional state. Even on the part of the teachers, most often, there was no response to the pupil’s expressed emotion, but if there was, it was an order or an instruction. The teacher also often responded with an explanation (of the situation), a verbal remark or by answering (the question) and by calming the pupil down. Teachers generally do not notice that pupils with MID recognize their own emotions. On the other hand, they observe that pupils recognize other people's emotions better than their own. According to them, pupils recognize only basic emotions, not complex ones. Teachers do not observe specific strategies for regulating unpleasant emotions in pupils. Pupils react impulsively in situations that provoke unpleasant emotions. Teachers find that the most effective strategy for learning about emotional regulation is learning directly from situations that occur in the classroom. In addition, they talk a lot about situations that happened to the children at home. Pupils are taught about emotions indirectly through the stories they read in class. They learn about emotions, emotional expressions, and situations of experiencing emotions through pictorial and video material. Teachers think it is important that they themselves are a good model of emotional regulation and that they regularly discuss this topic with parents. |
