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Thematic analysis identifies four representative themes and concludes that effective coping requires reconceptualizing institutional preschool attitudes toward families, including redefining teachers’ professional role.",{"@graph":14,"@context":77},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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analysis.",{"name":70,"@type":61,"acceptedAnswer":71},"What four themes does the study identify?",{"text":72,"@type":64},"For parents: “from door to door” and “adaptation/flexibility.” For experts: “powerlessness/incompetence/lack of information” and “power/innovation/sensitivity.”",{"name":74,"@type":61,"acceptedAnswer":75},"What change does the study suggest for institutions to cope with vulnerability effectively?",{"text":76,"@type":64},"It recommends reconceptualizing how institutional preschool education relates to families, including changing the professional role of preschool teachers.","https://schema.org",{"og:url":32,"og:type":79,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":81,"canonical":32},"index,follow",{"doc_id":83,"site_id":7},597970,1792192471,{"code":4,"msg":86,"data":87},"success",[88,92,96,100,105,109,114,118,123,126,130],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Story & 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Olga Poljšak Škraban2, Špela Razpotnik3 and Jana Rapuš Pavel4  \n• Problems in vulnerable families are multilayered and include the intersection of physical, psychosocial and other forms of distress. The multidimensional nature of the problems of these families is closely linked to the fact that there are many institutions in the field of education, social welfare, health care and others, in which treatment and support are not satisfactory or adapted to their needs. The article presents the partial results of a large-scale qualitative research study, results that refer to the position of vulnerable families in the context of preschool education. The study examined how vulnerability is experienced by parents of preschool children, how the expert workers in the preschools involved in the study responded to the parents’ vulnerability, and how they cooperated with experts from other services outside the preschool. A qualitative research method was used in the study. Data was collected partly through semi-structured interviews with various expert workers employed in two preschools, as well as with the parents of children in the preschools; the interviews were conducted individually and in focus groups. Using thematic analysis (Braun & Clarke, 2006), we have identified four representative themes: amongst parents, the two recurring themes can be subsumed under the headings “from door to door” and“adaptation/flexibility”, and amongst experts, under the headings “powerlessness/incompetence/lack of information” and “power/innovation/ sensitivity”. The study finds that the ability to effectively contend with vulnerability presumes a reconceptualisation of the attitude of institutional preschool education towards the family, including a change in the professional role of preschool teachers.  \nKeywords: children, preschool, social exclusion, vulnerable families  \n1 *Corresponding Author. Faculty of Education, University of Ljubljana, Slovenia; nadica.turnsek@ [pef.uni-lj.si](pef.uni-lj.si).  \n2 Faculty of Education, University of Ljubljana, Slovenia.  \n3 Faculty of Education, University of Ljubljana, Slovenia.  \n4 Faculty of Education, University of Ljubljana, Slovenia.  \n30 challenges and responses to the vulnerability of families in a preschool context  \nIzzivi in odzivi na ranljivost družin na področjupredšolske vzgoje  \nNada Turnšek, Olga Poljšak Škraban, Špela Razpotnik in Jana Rapuš Pavel  \n• Težave ranljivih družin so večplastne; vključujejo presečišče fizičnih, psihosocialnih in drugih stisk. Večdimenzionalna narava problemov teh družin je tesno povezana z dejstvom, da obstaja veliko institucij s področij izobraževanja, socialnega varstva in zdravstva ter zdrugih področij, katerih obravnava in podpora nista zadovoljivi oziroma prilagojeni njihovim potrebam. Članek predstavlja delne rezultate obsežnejše kvalitativne študije, ki se nanašajo na položaj ranljivihdružin v okviru predšolske vzgoje. V raziskavi nas je zanimalo, kakoizkušnjo ranljivosti doživljajo starši predšolskih otrok, kako se strokovni delavci vrtca odzivajo na ranljivost in na kak način pri tem sodelujejo sstrokovnjaki drugih služb zunaj vrtca. Uporabljena je bila kvalitativnametoda raziskovanja. Podatki so bili zbrani z delno strukturiranimi intervjuji z različnimi strokovnimi delavci, zaposlenimi v vrtcu, in s staršipredšolskih otrok v vrtcu; izvedeni so bili individualno in v fokusnihskupinah. Z uporabo tematske analize (Braun & Clarke, 2006) smoopredelili štiri reprezentativne teme: pri starših sta to tematiki »od vrat do vrat« in »prilagajanje/prožnost«, pri strokovnjakih pa »nemoč/nekompetentnost/neinformiranost« in »moč/inovativnost/senzibilnost« . Ugotavljamo, da uspešno spoprijemanje z ranljivostjo predpostavlja rekonceptualizacijo odnosa institucionalne predšolske vzgoje do družine, vključno s spremembo profesionalne vloge vzgojiteljev.  \nKljučne besede: otroci","cbCainWhjFXNaNl4","https://ap.wps.com/l/cbCainWhjFXNaNl4","pdf",179623,21,"English","# Introduction\n## Vulnerability in the context of poverty and inequality\n## Early childhood education as an equaliser of educational opportunities","[{\"question\":\"What makes problems in vulnerable families multi-layered in preschool settings?\",\"answer\":\"They involve intersecting physical, psychosocial, and other forms of distress, and they are intensified by support from education, welfare, and health institutions that is often unsatisfactory or not adapted to families’ needs.\"},{\"question\":\"How does the study investigate vulnerability and responses in preschools?\",\"answer\":\"It uses qualitative research with semi-structured individual interviews and focus groups with preschool expert workers and parents, followed by thematic analysis.\"},{\"question\":\"What four themes does the study identify?\",\"answer\":\"For parents: “from door to door” and “adaptation/flexibility.” For experts: “powerlessness/incompetence/lack of information” and “power/innovation/sensitivity.”\"},{\"question\":\"What change does the study suggest for institutions to cope with vulnerability effectively?\",\"answer\":\"It recommends reconceptualizing how institutional preschool education relates to families, including changing the professional role of preschool teachers.\"}]","Challenges and Responses to the Vulnerability of Families in a Preschool Context | PDF",1792086052,53]