Page 138 - Šolsko polje, XXIX, 2018, št. 3-4: K paradigmam raziskovanja vzgoje in izobraževanja, ur. Valerija Vendramin
P. 138
šolsko polje, letnik xxix, številka 3–4
Methodology
Participants
Two preschools in Slovenia, where a researcher had prior contact and es
tablished cooperation before the project and that were known to have chil
dren with ASD, were contacted via telephone and invited to participate in
the project. Teachers and parents were asked for their voluntary participa
tion and the participation of their children. In each preschool, two groups
(i.e. four groups altogether) participated. In each group, a whole-day ob
servational visit took place. From each group, teachers and assistant teach
ers were interviewed (N = 8, female, aged between 30 and 55 years, years of
experience from 3 to 35 years, two hold degree in preschool education, one
finished high school, one is a student of inclusive education). Moreover,
one child from each group with ASD diagnosis or suspicion of ASD (N =
4, boys, aged 3,5 years, 4,5 years, 5 years and 5,5 years) as well as their par
ents (N = 4, mothers) were interviewed.
Instruments
In the project partnership observational scheme and questionnaires (for
parents, children, and teachers), were developed. The scheme contained
the following categories: the physical context, the temporal context, the
emotional context. The physical context referred to everything that is
palpable, such as the form of the physical environment of the preschool,
which includes all possible spaces where children move as well as the en
vironment where the centre is located (e.g. how is the physical environ
ment of the preschool/classroom/common spaces – light, presence of
plants, animals, trees etc.). The temporal context referred to how do chil
dren spend time in the preschool (e.g. How are the activities scheduled?;
Are there specific rules to be followed?). The emotional context referred
to the emotional life of a child in the preschool (e.g. Are children able to
express themselves creatively – is artwork exposed in the classroom, are
there singing / musical activities?; Are children able to express their feel
ings and emotions?; How are children taught social competences?).
In addition, a set of questions for structured interviews with teach
ers, parents, and children were developed. Some examples of questions: (1)
for teachers: Do you have children with behavioural difficulties in your
class? Have you encountered any specific situation related to a child with
the autism spectrum? Do you have special strategies/methods of work
with children with autism spectrum disorders? Do you cooperate with
parents in dealing with autism spectrum disorders of children? What
kind of support would you need to help you in your profession? (2) for
136
Methodology
Participants
Two preschools in Slovenia, where a researcher had prior contact and es
tablished cooperation before the project and that were known to have chil
dren with ASD, were contacted via telephone and invited to participate in
the project. Teachers and parents were asked for their voluntary participa
tion and the participation of their children. In each preschool, two groups
(i.e. four groups altogether) participated. In each group, a whole-day ob
servational visit took place. From each group, teachers and assistant teach
ers were interviewed (N = 8, female, aged between 30 and 55 years, years of
experience from 3 to 35 years, two hold degree in preschool education, one
finished high school, one is a student of inclusive education). Moreover,
one child from each group with ASD diagnosis or suspicion of ASD (N =
4, boys, aged 3,5 years, 4,5 years, 5 years and 5,5 years) as well as their par
ents (N = 4, mothers) were interviewed.
Instruments
In the project partnership observational scheme and questionnaires (for
parents, children, and teachers), were developed. The scheme contained
the following categories: the physical context, the temporal context, the
emotional context. The physical context referred to everything that is
palpable, such as the form of the physical environment of the preschool,
which includes all possible spaces where children move as well as the en
vironment where the centre is located (e.g. how is the physical environ
ment of the preschool/classroom/common spaces – light, presence of
plants, animals, trees etc.). The temporal context referred to how do chil
dren spend time in the preschool (e.g. How are the activities scheduled?;
Are there specific rules to be followed?). The emotional context referred
to the emotional life of a child in the preschool (e.g. Are children able to
express themselves creatively – is artwork exposed in the classroom, are
there singing / musical activities?; Are children able to express their feel
ings and emotions?; How are children taught social competences?).
In addition, a set of questions for structured interviews with teach
ers, parents, and children were developed. Some examples of questions: (1)
for teachers: Do you have children with behavioural difficulties in your
class? Have you encountered any specific situation related to a child with
the autism spectrum? Do you have special strategies/methods of work
with children with autism spectrum disorders? Do you cooperate with
parents in dealing with autism spectrum disorders of children? What
kind of support would you need to help you in your profession? (2) for
136
