Children creating a mess: what underlies this phenomenon in kindergarten pupils?

Authors

  • Agnieszka Gąstoł Academy of Special Education named after Maria Grzegorzewska in Warsaw Author

DOI:

https://doi.org/10.25312/

Keywords:

children making a mess, children’s theory of mind, cognitive schemas

Abstract

The article contains a discussion about the problem frequently observed by parents and teachers regarding small children and their inability to be tidy in self-care situations, while playing or following instructions given by adults. The article contains an overview of theories helping to elucidate the occurrence of such problems among kindergarten pupils and children setting off to begin their primary school education. The author of the text focuses particularly on children’s individual predisposition to benefit from instruction given by adults and the schema theories, especially the concept of scripts, plans and themes elaborated by Schank and Abelson.

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Author Biography

  • Agnieszka Gąstoł, Academy of Special Education named after Maria Grzegorzewska in Warsaw

    Agnieszka Gąstoł, MA, is a psychologist, psychotherapist, special education teacher with several years of professional experience working in psychological and pedagogical counselling centres and mental health clinics. She is a research assistant in the Department of Early Childhood Education of the Institute of Assisted Human Development and Education at the Maria Grzegorzewska Academy in Warsaw. She is the author of books and articles on supporting child and family development. Specialized in working with children and young people with emotional disorders and families in a situation of separation. Her research interest focuses on the phenomenon of children who create a mess.

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Kultura i Wychowanie nr 1(17)/2020

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Published

2024-06-25

Issue

No. 1/17 (2020)

Section

Artykuły

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Copyright (c) 2020 Akademia Humanistyczno-Ekonomiczna w Łodzi

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How to Cite

Children creating a mess: what underlies this phenomenon in kindergarten pupils?. (2024). Kultura I Wychowanie, 1/17, 26-40. https://doi.org/10.25312/