PREPOZNAVANJE I REGULACIJA EMOCIJA KOD PREDŠKOLSKE DECE: ULOGA VRTIĆA I FOTO-ELICITACIJSKOG INTERVJUA
Originalni naučni rad
Ključne reči:
emocionalno vaspitanje, predškolska deca, regulacija emocija, vrtić, foto-elicitacijski intervju (PEI)
Apstrakt
Istraživanje je imalo za cilj da razjasni kako deca predškolskog uzrasta prepoznaju, razumeju i regulišu osnovne emocije u svakodnevnom vrtićkom okruženju, kao i na koji način doživljavaju podršku odraslih u procesu emocionalne regulacije. Podaci su prikupljeni korišćenjem foto-elicitacijskog intervju (PEI) zasnovanog na dečjim fotografijama situacije, predmeta i prostora koji izazivaju emocionalne reakcije. Potom su deca komentarisala fotografije kroz polustrukturisane intervjue. Analiza podataka pokazuje da deca najčešće prepoznaju i izražavaju pozitivne emocije, posebno sreću u interakciji sa vršnjacima i tokom aktivnosti, dok negativne emocije zahtevaju dodatnu podršku. Deca su identifikovala sredinske pobuđivače emocija (vršnjaci, predmeti, ambijent) i razvijala strategije regulacije, uključujući spontano rešavanje problema i traženje socijalne podrške. PEI se pokazao kao efikasna participativna i refleksivna tehnika koja omogućava uvid u emocionalni svet dece i podstiče razvoj emocionalne inteligencije, ali ne meri je kvantitativno. Rezultati naglašavaju važnost vrtića kao sigurnog i poznatog konteksta za emocionalni razvoj, značaj odraslih u podršci regulaciji emocija i praktičnu primenu vizuelnih metoda u pedagoškoj praksi.
Reference
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Bukhalenkova, D. A., Veraksa, A. N., Kartushina, N. A., & Chichinina, E. A. (2022). Emotion
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Burke, C. (2005). Play in focus: Children researching their own spaces and places for play. Children,
Youth and Environments, 15(1), 27–53.
Burke, C. (2008). Play in focus: Children researching their own spaces and places for play. In P.
Thomson (Ed.), Doing visual research with children and young people (pp. 27–53). Routledge.
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Development, 75(2), 377–394. https://doi.org/10.1111/j.1467-8624.2004.00681.x
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Routledge.
Christensen, P., & Prout, A. (2002). Working with ethical symmetry in social research with children.
Childhood, 9(4), 477–497. https://doi.org/10.1177/0907568202009004007
Clark, A. (2004). The mosaic approach and research with young children. In V. Lewis, M. Kellett, C.
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(pp. 142–157). SAGE.
Clark, A. (2005). Listening to and involving young children: A review of research and practice. Early
Child Development and Care, 175(6), 489–505. https://doi.org/10.1080/03004430500131288
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(2nd ed.). Jessica Kingsley.
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elicitation interviews. In G. Stanczak (Ed.), Visual research methods (pp. 167–196). Sage.
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Psychological Bulletin, 145(9), 883–918. https://doi.org/10.1037/bul0000204
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engaging children in enlightening adults. Childhood, 14(1), 29–45.
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Guilford Press.
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preschoolers' social-emotional learning predicts their early school success: Developing theory-
promoting, competency-based assessments. Infant and Child Development, 24(3), 315–336.
https://doi.org/10.1002/icd.1916
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competence: An essential factor for promoting positive adjustment and reducing risk in school
children. Child development, 88(2), 408-416.
Eisenberg, N., Cumberland, A., & Spinrad, T. L. (2004). Parental socialization of emotion.
Psychological Inquiry, 9(4), 241–273. https://doi.org/10.1207/s15327965pli0904_1
Einarsdóttir, J. (2005). Playschool in pictures. Early Child Development and Care, 175(6), 523–541.
https://doi.org/10.1080/03004430500131238
Eggum-Wilkens, N. D., Fabes, R. A., Castle, S., Zhang, L., Hanish, L. D., & Martin, C. L. (2014).
Playing with others: Head start children's peer play and relations with kindergarten school
competence. Early Childhood Research Quarterly, 29(3), 345-356.
Ekman, P. (2005). Basic emotions. In T. Dalgleish & M. J. Power (Eds.), Handbook of cognition and
emotion (pp. 45–60). Wiley.
Garaigordobil, M., Berrueco, L., & Celume, M. P. (2022). Developing children’s creativity and social-
emotional competencies through play: Summary of twenty years of findings of the evidence-
based interventions “game program”.Journal of Intelligence, 10(4), 77.
Gopnik, A., & Wellman, H. M. (1992). Why the child's theory of mind really is a theory. Mind &
Language, 7(1-2), 145–171. https://doi.org/10.1111/j.1468-0017.1992.tb00202.x
Gopnik, A., & Wellman, H. M. (2012). Reconstructing constructivism: Causal models, Bayesian
learning mechanisms, and the theory theory. Psychological Bulletin, 138(6), 1085–1108.
https://doi.org/10.1037/a0028044
Grazzani, I. (2024). Promoting theory of mind and emotion understanding in preschool settings: an
exploratory training study.Frontiers in Psychology, 15, 1439824.
Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General
Psychology, 2(3), 271–299. https://doi.org/10.1037/1089-2680.2.3.271
Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry,
26(1), 1–26. https://doi.org/10.1080/1047840X.2014.940781
Harden, R. M., Crosby, J. R., Davis, M. H., Howie, P. W., & Struthers, A. D. (2000). Task-based
learning: The answer to integration and problem-based learning in the clinical years. Medical
Education, 34(5), 391–397. https://doi.org/10.1046/j.1365-2923.2000.00698.x
Harper, D. (2002). Talking about pictures: A case for photo elicitation.Visual studies, 17(1), 13-26.
Hoemann, K., Xu, F., & Barrett, L. F. (2019). Emotion words, emotion concepts, and emotional
development in children: A constructionist hypothesis. Developmental psychology, 55(9), 1830.
Hosokawa, R., Matsumoto, Y., Nishida, C., Funato, K., & Mitani, A. (2024).Enhancing social-emotional
skills in early childhood: intervention study on the effectiveness of social and emotional
learning.BMC psychology, 12(1), 761.
Izard, C. E. (1977). Human emotions. Plenum Press.
Izard, C. E., Fine, S., Schultz, D., Mostow, A., Ackerman, B., & Youngstrom, E. (2001). Emotion
knowledge as a predictor of social behavior and academic competence in children at risk.
Psychological Science, 12(1), 18–23. https://doi.org/10.1111/1467-9280.00304
Jurčević Lozančić, A. (2016). Socijalne kompetencije u ranome djetinjstvu. Metodički ogledi: časopis
za filozofiju odgoja, 23(2), 143–146.
Kišjuhas, A. (2016). Emocije u društvenom i kulturnom kontekstu. Godišnjak Filozofskog fakulteta u
Novom Sadu, 41(1), 31–47.
Krnjaja, Ž., & Pavlović Breneselović, D. (2017). Kaleidoskop.Osnove diversifikovanih programa
predškolskog vaspitanja i obrazovanja. Beograd: Institut za pedagogiju i andragogiju
Filozofskog fakulteta Univerziteta u Beogradu.
Lagattuta, K. H. (2014). Linking past, present, and future: Children's ability to connect mental states and
emotions across time. Child Development Perspectives, 8(2), 90–95.
https://doi.org/10.1111/cdep.12065
Lagattuta, K. H., & Wellman, H. M. (2002). Differences in early parent-child conversations about
negative versus positive emotions: Implications for the development of
psychologicalunderstanding. Developmental Psychology, 38(4), 564–580.
https://doi.org/10.1037/0012-1649.38.4.564
Lang, P. J. (1998). Emotion and motivation: Attention, perception, and action. Journal of Affective
Disorders, 61(3), 137–154. https://doi.org/10.1016/S0165-0327(00)00338-4
Luttrell, W. (2010). A camera is a big responsibility. Visual Studies, 25(3), 224–237.
https://doi.org/10.1080/1472586X.2010.524930
Mashford-Scott, A., Church, A., & Tayler, C. (2012). Seeking children's perspectives on their wellbeing
in early childhood settings. International Journal of Early Childhood, 44(3), 231–247.
https://doi.org/10.1007/s13158-012-0069-7
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Press.
Mirabile, S. P., Oertwig, D., & Halberstadt, A. G. (2018). Parent emotion socialization and children's
socioemotional development. Social Development, 27(3), 633–651.
https://doi.org/10.1111/sode.12285
Morris, A. S., Silk, J. S., Steinberg, L., Myers, S. S., & Robinson, L. R. (2017). The role of the family
context in the development of emotion regulation. Social Development, 16(2), 361–388.
https://doi.org/10.1111/j.1467-9507.2007.00389.x
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https://doi.org/10.17169/fqs-26.3.4311
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Press.
Orellana, M. F. (1999). Space and place in an urban landscape: Learning from children's views of their
social worlds. Visual Studies, 14(1), 73–89. https://doi.org/10.1080/14725869908567810
Park, J. S., Izard, C. E., & King, K. A. (2016). Interpersonal relations and the development of emotion
recognition and understanding in preschoolers. Early Education and Development, 27(5), 621–
634. https://doi.org/10.1080/10409289.2016.1135048
Pešikan, A., & Antić, S. (2012). Aktivno učenje 2.Beograd: Filozofski fakultet, Institut za psihologiju i
UNICEF.
Richard, S., Bernard, S., & Pons, F. (2025). Understanding emotions in early childhood: Developmental
and educational perspectives. Frontiers in Psychology, 16, Article 129874.
https://doi.org/10.3389/fpsyg.2025.129874
Saarni, C. (1999). The development of emotional competence. Guilford Press.
Slunjski, E. (2011). Razvijanje autonomije djeteta u procesu odgoja i obrazovanja u vrtiću. Zagreb:
Učiteljski fakultet Sveučilišta u Zagrebu.
Smith, F., & Barker, J. (2000). Contested spaces: Children’s experiences of out of school care in England and Wales. Childhood, 7(3), 315–333.https://doi.org/10.1177/0907568200007003005
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early childhood education. International Journal of Emotional Education, 11(1), 3–23.
Blewitt, C., O’Connor, A., Morris, H., Nolan, A., & Mousa, A. (2018). Emotion regulation in young
children: A systematic review. Early Childhood Research Quarterly, 42, 1–17.
https://doi.org/10.1016/j.ecresq.2017.09.002
Buck, R. (1983). Nonverbal communication of emotion: A review of theory and research. Journal of
Nonverbal Behavior, 8(1), 3–30. https://doi.org/10.1007/BF00987280
Bukhalenkova, D. A., Veraksa, A. N., Kartushina, N. A., & Chichinina, E. A. (2022). Emotion
understanding in bilingual preschoolers. Psychology in Russia: State of the Art, 15(1), 49–67.
https://doi.org/10.11621/pir.2022.0104
Burke, C. (2005). Play in focus: Children researching their own spaces and places for play. Children,
Youth and Environments, 15(1), 27–53.
Burke, C. (2008). Play in focus: Children researching their own spaces and places for play. In P.
Thomson (Ed.), Doing visual research with children and young people (pp. 27–53). Routledge.
Campos, J. J., Frankel, C. B., & Camras, L. (2004). On the nature of emotion regulation. Child
Development, 75(2), 377–394. https://doi.org/10.1111/j.1467-8624.2004.00681.x
Christensen, P., & James, A. (2008). Research with children: Perspectives and practices (2nd ed.).
Routledge.
Christensen, P., & Prout, A. (2002). Working with ethical symmetry in social research with children.
Childhood, 9(4), 477–497. https://doi.org/10.1177/0907568202009004007
Clark, A. (2004). The mosaic approach and research with young children. In V. Lewis, M. Kellett, C.
Robinson, S. Fraser, & S. Ding (Eds.), The reality of research with children and young people
(pp. 142–157). SAGE.
Clark, A. (2005). Listening to and involving young children: A review of research and practice. Early
Child Development and Care, 175(6), 489–505. https://doi.org/10.1080/03004430500131288
Clark, A. (2017). Listening to young children: A guide to understanding and using the mosaic approach
(2nd ed.). Jessica Kingsley.
Clark-Ibáñez, M. (2007). Inner-city children in sharper focus: Sociology of childhood and photo
elicitation interviews. In G. Stanczak (Ed.), Visual research methods (pp. 167–196). Sage.
Cole, P. M., Ram, N., & English, M. S. (2019). Toward a unifying model of self-regulated emotion.
Psychological Bulletin, 145(9), 883–918. https://doi.org/10.1037/bul0000204
Cook, T., & Hess, E. (2007). What the camera sees and from whose perspective: Fun methodologies for
engaging children in enlightening adults. Childhood, 14(1), 29–45.
https://doi.org/10.1177/0907568207068562
Denham, S. A. (1998). Emotional development in young children. Guilford Press.
Denham, S. A. (2006). Social–emotional competence as support for school readiness. Early Education
and Development, 17(1), 57–89. https://doi.org/10.1207/s15566935eed1701_4
Denham, S. A., Bassett, H. H., Sirotkin, Y. S., & Zinsser, K. (2017). The socialization of emotional
competence. In J. J. Gross (Ed.), Handbook of emotion regulation (2nd ed., pp. 173–186).
Guilford Press.
Denham, S. A., & Brown, C. (2018). Plays nice with others. Early Education and Development, 29(2),
155–169. https://doi.org/10.1080/10409289.2017.1384703
Denham, S. A., Bassett, H. H., Way, E., Kalb, S., Warren-Khot, H. K., & Zinsser, K. (2015). How
preschoolers' social-emotional learning predicts their early school success: Developing theory-
promoting, competency-based assessments. Infant and Child Development, 24(3), 315–336.
https://doi.org/10.1002/icd.1916
Denham, S. A., & Burton, R. (2003). Social and emotional prevention and intervention programming
for preschoolers. Kluwer Academic/Plenum Publishers.
Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social-emotional
competence: An essential factor for promoting positive adjustment and reducing risk in school
children. Child development, 88(2), 408-416.
Eisenberg, N., Cumberland, A., & Spinrad, T. L. (2004). Parental socialization of emotion.
Psychological Inquiry, 9(4), 241–273. https://doi.org/10.1207/s15327965pli0904_1
Einarsdóttir, J. (2005). Playschool in pictures. Early Child Development and Care, 175(6), 523–541.
https://doi.org/10.1080/03004430500131238
Eggum-Wilkens, N. D., Fabes, R. A., Castle, S., Zhang, L., Hanish, L. D., & Martin, C. L. (2014).
Playing with others: Head start children's peer play and relations with kindergarten school
competence. Early Childhood Research Quarterly, 29(3), 345-356.
Ekman, P. (2005). Basic emotions. In T. Dalgleish & M. J. Power (Eds.), Handbook of cognition and
emotion (pp. 45–60). Wiley.
Garaigordobil, M., Berrueco, L., & Celume, M. P. (2022). Developing children’s creativity and social-
emotional competencies through play: Summary of twenty years of findings of the evidence-
based interventions “game program”.Journal of Intelligence, 10(4), 77.
Gopnik, A., & Wellman, H. M. (1992). Why the child's theory of mind really is a theory. Mind &
Language, 7(1-2), 145–171. https://doi.org/10.1111/j.1468-0017.1992.tb00202.x
Gopnik, A., & Wellman, H. M. (2012). Reconstructing constructivism: Causal models, Bayesian
learning mechanisms, and the theory theory. Psychological Bulletin, 138(6), 1085–1108.
https://doi.org/10.1037/a0028044
Grazzani, I. (2024). Promoting theory of mind and emotion understanding in preschool settings: an
exploratory training study.Frontiers in Psychology, 15, 1439824.
Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General
Psychology, 2(3), 271–299. https://doi.org/10.1037/1089-2680.2.3.271
Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological Inquiry,
26(1), 1–26. https://doi.org/10.1080/1047840X.2014.940781
Harden, R. M., Crosby, J. R., Davis, M. H., Howie, P. W., & Struthers, A. D. (2000). Task-based
learning: The answer to integration and problem-based learning in the clinical years. Medical
Education, 34(5), 391–397. https://doi.org/10.1046/j.1365-2923.2000.00698.x
Harper, D. (2002). Talking about pictures: A case for photo elicitation.Visual studies, 17(1), 13-26.
Hoemann, K., Xu, F., & Barrett, L. F. (2019). Emotion words, emotion concepts, and emotional
development in children: A constructionist hypothesis. Developmental psychology, 55(9), 1830.
Hosokawa, R., Matsumoto, Y., Nishida, C., Funato, K., & Mitani, A. (2024).Enhancing social-emotional
skills in early childhood: intervention study on the effectiveness of social and emotional
learning.BMC psychology, 12(1), 761.
Izard, C. E. (1977). Human emotions. Plenum Press.
Izard, C. E., Fine, S., Schultz, D., Mostow, A., Ackerman, B., & Youngstrom, E. (2001). Emotion
knowledge as a predictor of social behavior and academic competence in children at risk.
Psychological Science, 12(1), 18–23. https://doi.org/10.1111/1467-9280.00304
Jurčević Lozančić, A. (2016). Socijalne kompetencije u ranome djetinjstvu. Metodički ogledi: časopis
za filozofiju odgoja, 23(2), 143–146.
Kišjuhas, A. (2016). Emocije u društvenom i kulturnom kontekstu. Godišnjak Filozofskog fakulteta u
Novom Sadu, 41(1), 31–47.
Krnjaja, Ž., & Pavlović Breneselović, D. (2017). Kaleidoskop.Osnove diversifikovanih programa
predškolskog vaspitanja i obrazovanja. Beograd: Institut za pedagogiju i andragogiju
Filozofskog fakulteta Univerziteta u Beogradu.
Lagattuta, K. H. (2014). Linking past, present, and future: Children's ability to connect mental states and
emotions across time. Child Development Perspectives, 8(2), 90–95.
https://doi.org/10.1111/cdep.12065
Lagattuta, K. H., & Wellman, H. M. (2002). Differences in early parent-child conversations about
negative versus positive emotions: Implications for the development of
psychologicalunderstanding. Developmental Psychology, 38(4), 564–580.
https://doi.org/10.1037/0012-1649.38.4.564
Lang, P. J. (1998). Emotion and motivation: Attention, perception, and action. Journal of Affective
Disorders, 61(3), 137–154. https://doi.org/10.1016/S0165-0327(00)00338-4
Luttrell, W. (2010). A camera is a big responsibility. Visual Studies, 25(3), 224–237.
https://doi.org/10.1080/1472586X.2010.524930
Mashford-Scott, A., Church, A., & Tayler, C. (2012). Seeking children's perspectives on their wellbeing
in early childhood settings. International Journal of Early Childhood, 44(3), 231–247.
https://doi.org/10.1007/s13158-012-0069-7
Matthews, G., Zeidner, M., & Roberts, R. D. (2002). Emotional intelligence: Science and myth. MIT
Press.
Mirabile, S. P., Oertwig, D., & Halberstadt, A. G. (2018). Parent emotion socialization and children's
socioemotional development. Social Development, 27(3), 633–651.
https://doi.org/10.1111/sode.12285
Morris, A. S., Silk, J. S., Steinberg, L., Myers, S. S., & Robinson, L. R. (2017). The role of the family
context in the development of emotion regulation. Social Development, 16(2), 361–388.
https://doi.org/10.1111/j.1467-9507.2007.00389.x
Mughal, M. A. (2025). Photos and children. Forum Qualitative Sozialforschung, 26(3).
https://doi.org/10.17169/fqs-26.3.4311
Nussbaum, M. C. (2001). Upheavals of thought: The intelligence of emotions. Cambridge University
Press.
Orellana, M. F. (1999). Space and place in an urban landscape: Learning from children's views of their
social worlds. Visual Studies, 14(1), 73–89. https://doi.org/10.1080/14725869908567810
Park, J. S., Izard, C. E., & King, K. A. (2016). Interpersonal relations and the development of emotion
recognition and understanding in preschoolers. Early Education and Development, 27(5), 621–
634. https://doi.org/10.1080/10409289.2016.1135048
Pešikan, A., & Antić, S. (2012). Aktivno učenje 2.Beograd: Filozofski fakultet, Institut za psihologiju i
UNICEF.
Richard, S., Bernard, S., & Pons, F. (2025). Understanding emotions in early childhood: Developmental
and educational perspectives. Frontiers in Psychology, 16, Article 129874.
https://doi.org/10.3389/fpsyg.2025.129874
Saarni, C. (1999). The development of emotional competence. Guilford Press.
Slunjski, E. (2011). Razvijanje autonomije djeteta u procesu odgoja i obrazovanja u vrtiću. Zagreb:
Učiteljski fakultet Sveučilišta u Zagrebu.
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16. 06. 2026.
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PREDŠKOLSKO VASPITANјE I OBRAZOVANјE
