Povzetek
Vrtec in šola imata veliko možnosti, da kompenzirata kognitivne primanjkljaje in omilita ali celo preprečita neugodne izkušnje otrok, izhajajoče iz revščine. Pri tem so pomembni nespecifični pristopi, vgrajeni v šolski vsakdan, kot so varno in podporno vzdušje v oddelku, vrtcu in šoli, psihosocialna podpora strokovnih delavcev, njihovo prepoznavanje sposobnosti (potenciala, ki ga otrok izkazuje pri dejavnostih, ki ne spadajo v kurikul), aktiviranje virov za individualno pomoč otroku v vrtcu, šoli in skupnosti ter sodelovanje s starši. Ob stiskah otroka in psihosocialnih motnjah bo pomoč zagotavljala šolska svetovalna delavka, vselej v sodelovanju z učiteljem. Specifične oblike pomoči naj ne bodo diskriminatorne. Nujnost aktivne in sistemske podpore otrokom, ki odraščajo v okolju revščine, utemeljujejo izsledki raziskav o varovalni vlogi šole pri otrocih z dejavniki tveganja ter o pomenu vključenosti vseh otrok v osnovno šolo. To pomeni, da je mogoče s pomočjo doseči vse otroke. Za kompenzatorno in varovalno delovanje šole glede škodljivih posledic revščine za otrokov razvoj in psihosocialno dobrobit so potrebni celostni in sistemski pristopi ter človeška zavzetost učiteljev, vzgojiteljev in svetovalnih delavcev.
Abstract
What the Kindergarten and School Can Do to Alleviate Harmful Effects of Poverty on the Child’s Development and Psychosocial Well-Being
Kindergarten and school have many opportunities to compensate for cognitive deficits and alleviate or even prevent children’s negative poverty-related experiences. This includes important unspecific approaches built in everyday school settings, such as safe and supportive climate in a section, kindergarten or school, professional psychosocial support, their recognition of the child’s abilities (the child’s potential demonstrated during extracurricular activities), activation of resources for offering individual help to the child in the kindergarten, school and community, and cooperation with the parents. Help will be provided to the child during the time of distress or psychosocial incidents by the school counsellor, always in cooperation with the teacher. Specific forms of assistance should not be discriminatory. The necessity of active and systematic support for children growing up in poverty is supported by research findings on the protective role of school relative to children with risk factors and the importance of including all children in primary school. This means that all children can be reached if help is provided. In order for the school to adopt compensating and protective action concerning negative effects of poverty on the child’s development and psychosocial well-being, integrated and systematic approaches are required, along with a personal commitment from teachers, educators and counsellors.