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Originalarbeit

Psychische Gesundheit der Kindergartenkinder und Krisenintervention durch Elementarpädagog_innen während der COVID-19-Pandemie

Published Online:February 07, 2024https://doi.org/10.1026/0049-8637/a000283

Abstract

Zusammenfassung: Die Tiroler COVID-19 Kinderstudie untersuchte die psychische Gesundheit der Nord- und Südtiroler Kindergartenkinder während der COVID-19-Pandemie aus der Sicht von Eltern und Elementarpädagog_innen. Diese Teilstudie wurde im Mixed-Methods Design durchgeführt. In einer quantitativen Online-Befragung wurden 743 Nord- und Südtiroler Eltern zu drei Messzeitpunkten (Sommer 2020, 2021, 2022) zu internalisierenden und externalisierenden Problemen (CBCL 1,5 – 5) sowie zu den Traumasymptomen (CATS-C-D 3 – 6) ihrer Kindergartenkinder befragt. Im Frühling 2021 wurden 19 Nordtiroler Elementarpädagoginnen in Fokusgruppen zu Veränderungen der Kinder und dem Umgang der Pädagoginnen mit der Krisensituation befragt. Im Sommer 2021 und 2022 berichteten Eltern mehr psychische Belastung der Kinder als im Sommer 2020. Die Thematische Analyse ergab drei Veränderungskategorien (Warnsignale, Sehnsüchte/Bedürfnisse, positive Outcomes) sowie fünf den Kriseninterventionsprinzipien von Hobfoll et al. (2007) entsprechende Kategorien von Bewältigungsstrategien der Pädagoginnen. Die Elementarpädagog_innen können einen wertvollen Beitrag zur psychischen Gesundheit von Kindern in Krisensituationen leisten indem sie Warnsignale erkennen, auf Sehnsüchte der Kinder eingehen und positive Outcomes fördern.


The Mental Health of Preschool Children During the COVID-19 Pandemic: The Relevance of Preschool Teachers

Abstract: The COVID-19 Children’s Study investigates the mental health of Tyrolean children during the COVID-19 pandemic. This substudy used a mixed-methods design to investigate preschool children from the perspective of their parents and preschool teachers. We conducted a quantitative online survey among 743 parents from North and South Tyrol at three time points (summer of 2020, 2021, 2022), assessing the children’s internalizing problems, externalizing problems (CBCL 1.5 – 5), and trauma symptoms (CATS-C-D 3 – 6). Additionally, we interviewed 19 preschool teachers from North Tyrol in focus groups in the spring of 2021 about changes in their children and how the teachers had dealt with the crisis. In the summer of 2021 and 2022, the parents reported more mental health problems than in the summer of 2020. Thematic analysis revealed three categories (warning signs, wants/needs, positive outcomes) and five categories of teachers’ coping strategies corresponding to Hobfoll et al’s (2007) trauma-intervention principles. The results show that preschool teachers can make a valuable contribution to children’s mental health during crises by observing warning signs, responding to children’s needs, and promoting positive outcomes.

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