Barn som vert utsett for omsorgssvikt

Abstract

Background. When looking at the number of children in a kindergarten, the pre-school teacher is in a good position to detect neglect. Nevertheless, it is not always detected, this leads us to the question; How does the kindergarten teacher work for the purpose of detecting impaired upbringing conditions? Purpose. The purpose of this study is to describe what pre-school teachers think is the definition of neglect, and how kindergarten teachers work with observation and signals, as well as skills development, as a means to detect neglect. Method. As method, a literature study is used so as to focus on the problem. It has been carried out with already existing data that has been found through data search engines, such as Oria.no. Empiric. The study shows that the work of kindergarten teachers in detecting neglect can be summarized in these descriptive categories: a broad term, skills development, observation, sign and signal. Conclusion. The findings that were shown through the theory and articles reveal that neglect is a broad and complex concept that can be difficult to define, and that the definition can be based on the subjective individual. Being able to know what neglect is, is the first step to being able to discover it, and is connected to the fact that the kindergarten teacher needs a certain degree of competence. The kindergarten teacher must be able to have expertise in observation and the signs and signals that children show as a means to be able to detect children who have weakened upbringing conditions. One can also see in the findings that the signs and signals are different from child to child. This means that even if the kindergarten teacher has competence, it can be difficult to detect neglect.