{"id":571,"date":"2019-03-19T12:26:00","date_gmt":"2019-03-19T12:26:00","guid":{"rendered":"https:\/\/happykids.lv\/?p=571"},"modified":"2021-11-05T12:27:25","modified_gmt":"2021-11-05T12:27:25","slug":"konfliktu-risinasana-bernudarza","status":"publish","type":"post","link":"https:\/\/happykids.lv\/lv\/dialogs\/konfliktu-risinasana-bernudarza\/","title":{"rendered":"Konfliktu risin\u0101\u0161ana b\u0113rnud\u0101rz\u0101"},"content":{"rendered":"\n<p><strong>B\u0113rnud\u0101rzs ir vieta, kur satiekas daudz cilv\u0113ku \u2013 b\u0113rni, vi\u0146u vec\u0101ki, pedagogi, iest\u0101des vad\u012bba. L\u012bdz ar to, lai ar\u012b visiem m\u0113r\u0137is ir b\u0113rnu att\u012bst\u012bba un labkl\u0101j\u012bba, var gad\u012bties ar\u012b konfliktsitu\u0101cijas. K\u0101 t\u0101s risin\u0101t, st\u0101sta priv\u0101t\u0101s pirmsskolas \u201cCreakids\u201d vad\u012bt\u0101ja Daina K\u0101ji\u0146a un mediatore Ilze \u0100belniece.&nbsp;<\/strong><\/p>\n\n\n\n<p>Tiem, kuri ar med\u0101ciju nav paz\u012bstami, varam paskaidrot, ka t\u0101 ir struktur\u0113ts br\u012bvpr\u0101t\u012bgs str\u012bdu dal\u012bbnieku (parasti kl\u0101tienes) sadarb\u012bbas process, kur\u0101 puses cen\u0161as pan\u0101kt savstarp\u0113ji pie\u0146emamu vieno\u0161anos savu domstarp\u012bbu atrisin\u0101\u0161anai ar neatkar\u012bga sarunu vad\u012bt\u0101ja pal\u012bdz\u012bbu.<\/p>\n\n\n\n<p>Daina K\u0101ji\u0146a nor\u0101da, ka medi\u0101cija izgl\u012bt\u012bbas sist\u0113m\u0101 ir viens no \u0123eni\u0101l\u0101kajiem instrumentiem, ko var izmantot, jo pal\u012bdz drosm\u012bgi skat\u012bties uz sare\u017e\u0123\u012bt\u0101m situ\u0101cij\u0101m un mekl\u0113t t\u0101m lab\u0101kos risin\u0101jumus. \u201cTas ir veids, k\u0101 nevis distanc\u0113ties no probl\u0113mas un vainot visu pasauli, bet patie\u0161\u0101m \u0137erties pie risin\u0101jumu mekl\u0113\u0161anas\u201d.&nbsp;<\/p>\n\n\n\n<p><strong>Str\u012bdu situ\u0101cijas b\u0113rnud\u0101rz\u0101<\/strong><br>Bie\u017e\u0101kie iemesli, k\u0101d\u0113\u013c rodas domstarp\u012bbas starp pedagogiem un vec\u0101kiem vai ar\u012b vec\u0101kiem sav\u0101 starp\u0101, ir saist\u012bti ar uzved\u012bbas trauc\u0113jumiem b\u0113rnam, uzved\u012bbas izmai\u0146as. \u0160aj\u0101s situ\u0101cij\u0101s vec\u0101ki autom\u0101tiski var nost\u0101ties pret b\u0113rnud\u0101rzu, audzin\u0101t\u0101ju, citiem vec\u0101kiem. Un var gad\u012bties, ka b\u0113rnud\u0101rzs veido savu koal\u012bciju, b\u0113rna vec\u0101ki &#8211; savu. Tas ir dabiski \u2013 grib\u0113t uzskat\u012bt, ka manam b\u0113rnam viss ir k\u0101rt\u012bb\u0101, bet probl\u0113ma mekl\u0113jama citur. &nbsp;<br>Mediatore Ilze \u0100belniece st\u0101sta, ka daudz viegl\u0101k ir risin\u0101t situ\u0101ciju, ja to dara laikus, nevis saasina situ\u0101ciju l\u012bdz augst\u0101kai pak\u0101pei. Bet ne vienm\u0113r situ\u0101ciju var atrisin\u0101t uz vietas grupi\u0146\u0101, jo vec\u0101ki varb\u016bt nav gatavi uzklaus\u012bt to, kas sak\u0101ms audzin\u0101t\u0101jai vai citam vec\u0101kam. Audzin\u0101t\u0101ja var vec\u0101kiem m\u0113\u0123in\u0101t izkl\u0101st\u012bt, k\u0101das gr\u016bt\u012bbas ir radu\u0161\u0101s, bet vec\u0101ks to var neuztvert gana nopietni. T\u0101d\u0113\u013c veiksm\u012bgi, ja izdodas atrast laiku un telpu, kad ieinteres\u0113t\u0101s puses sapulc\u0113jas un run\u0101 par notieko\u0161o. Un tad var lab\u0101k saprast, k\u0101da situ\u0101cija b\u0113rnam ir m\u0101j\u0101s, k\u0101da b\u0113rnud\u0101rz\u0101 un kas ir veidi, k\u0101 vienoti b\u0113rnam pal\u012bdz\u0113t.&nbsp;<br>Reiz\u0113m vec\u0101ki pietiekami nenov\u0113rt\u0113 audzin\u0101t\u0101ju sac\u012bto par b\u0113rna uzved\u012bbu, jo m\u0101jas vid\u0113 b\u0113rns var uzvesties at\u0161\u0137ir\u012bgi. Iesp\u0113jams, b\u0113rnam gr\u016bt\u012bbas ir tie\u0161i vienaud\u017eu vid\u016b.&nbsp;<\/p>\n\n\n\n<p><strong>Zin\u0101\u0161anai<\/strong><br>Ar uzved\u012bbas trauc\u0113jumiem saprot b\u0113rna agresiju pret citiem b\u0113rniem, pa\u0161agresiju, koncentr\u0113\u0161an\u0101s un uzman\u012bbas notur\u0113\u0161anas probl\u0113mas, robe\u017eu p\u0101rk\u0101p\u0161anu, soci\u0101li neakcept\u0113jamu uzved\u012bbu. Ar\u012b bezpal\u012bdz\u012bbu no t\u0101 b\u0113rna puses, kur\u0161 pau\u017e nepareizo uzved\u012bbu, ar to saprotot, ka vi\u0146\u0161 apzin\u0101s savu k\u013c\u016bdaino uzved\u012bbu, bet nesp\u0113j to kontrol\u0113t.&nbsp;<\/p>\n\n\n\n<p><strong>Sarunu process<\/strong><br>Medi\u0101cija ir telpa, vieta un laiks, kur ikviens var pateikt lietas, ko grupi\u0146\u0101, gar\u0101m ejot, ir gr\u016bti pateikt un izrun\u0101t. Ir b\u016btiski medi\u0101cijas proces\u0101 par\u0101d\u012bt vec\u0101kiem, ka ar\u012b b\u0113rnud\u0101rza vad\u012bba un audzin\u0101t\u0101ji ir ieinteres\u0113ti b\u0113rnu labkl\u0101j\u012bb\u0101, ka vi\u0146i patie\u0161\u0101m v\u0113las pal\u012bdz\u0113t.&nbsp;<br>To sadzirdot, vec\u0101ki var sajusties atviegloti, l\u012bdz ar to sp\u0113j\u012bgi atv\u0113rties sadarb\u012bbai. Vi\u0146i saprot, ka tas nav uzbrukums, bet v\u0113lme sadarboties un pal\u012bdz\u0113t. \u201cSarunu starta poz\u012bcij\u0101 neviens nav p\u0101r\u0101ks vai gudr\u0101ks. Vec\u0101ki visi savos b\u0113rnos ir \u013coti ieinteres\u0113ti un v\u0113l savam b\u0113rnam labu. Bet ar\u012b pedagogi, darot savu darbu p\u0113c lab\u0101k\u0101s sirdsapzi\u0146as, ir ieinteres\u0113ti, lai b\u0113rniem b\u016btu labi, k\u0101 ar\u012b b\u016btu atbilsto\u0161a vide, kur att\u012bst\u012bties. Medi\u0101cija ir labs pa\u0146\u0113miens, ar kura pal\u012bdz\u012bbu daudz \u0101tr\u0101k var non\u0101kt pie visiem pie\u0146emama pozit\u012bva rezult\u0101ta. J\u0101, medi\u0101cija ne vienm\u0113r ir viegla, parasti nepiecie\u0161amas vair\u0101kas tik\u0161an\u0101s reizes, lai var\u0113tu redz\u0113t pozit\u012bvu dinamiku, tom\u0113r pozit\u012bvi rezult\u0101ti ir neizb\u0113gami,\u201d t\u0101 Daina K\u0101ji\u0146a.&nbsp;<br>K\u0101 pozit\u012bvu medi\u0101cijas blakusefektu Ilze \u0100belniece min sarunu procesa sp\u0113ju nojaukt tos negat\u012bvos stereotipus, kas vec\u0101kos valda par b\u0113rnud\u0101rzu, kas sak\u0146ojas pa\u0161u neveiksm\u012bg\u0101 b\u0113rnud\u0101rza pieredz\u0113.&nbsp;<\/p>\n\n\n\n<p><strong>Medi\u0101cijas procesa pan\u0101kums \u2013 sadarb\u012bba<\/strong><br>Atn\u0101kot uz b\u0113rnud\u0101rzu, parasti nav nek\u0101du paz\u012bmju, ka b\u0113rnam nepiecie\u0161ama \u012bpa\u0161a iek\u013cau\u0161ana, tom\u0113r pedagogiem j\u0101patur pr\u0101t\u0101, ka t\u0101da var rasties katru dienu, s\u0101kot ar aler\u0123iju atkl\u0101\u0161anu b\u0113rnam, beidzot ar ment\u0101l\u0101m \u012bpatn\u012bb\u0101m. Pieredze r\u0101da, ka reiz\u0113m, par\u0101doties k\u0101d\u0101m gr\u016bt\u012bb\u0101m, b\u0113rnud\u0101rza pedagogi ir centu\u0161ies, vec\u0101ki ir centu\u0161ies, bet nav gana laba rezult\u0101ta, jo nav bijusi iesp\u0113ja \u0161\u012bs darb\u012bbas saska\u0146ot. Kad medi\u0101cijas proces\u0101 saprot katra ieguld\u012bjumu un to saska\u0146o, pozit\u012bvie rezult\u0101ti ir neizb\u0113gami.&nbsp;<br>Medi\u0101cijas procesa gait\u0101 var izvirz\u012bt, piem\u0113ram, \u010detrus kop\u012bgus variantus, ko m\u0113s k\u0101 pieaugu\u0161ie var\u0113tu dar\u012bt, ta\u010du vienm\u0113r v\u0113rts atcer\u0113ties, ka tie ne vienm\u0113r dos rezult\u0101tu, jo bez \u0161\u012bm \u010detr\u0101m iesp\u0113j\u0101m ir &nbsp;virkne vari\u0101ciju, kas var\u0113tu nostr\u0101d\u0101t. \u0160\u012b apzi\u0146a dod mierin\u0101jumu, ka nav bezizejas, vienk\u0101r\u0161i visu laiku j\u0101m\u0113\u0123ina situ\u0101ciju risin\u0101t. B\u016btiska ir atbild\u012bbas dal\u012b\u0161ana \u2013 ko situ\u0101cijas uzlabo\u0161anai var izdar\u012bt d\u0101rzi\u0146\u0101, ko \u2013 m\u0101j\u0101s.<\/p>\n\n\n\n<p><strong>Zin\u0101\u0161anas par medi\u0101ciju \u2013 ar\u012b pirmsskolu vad\u012bt\u0101jiem?<\/strong><br>M\u016bsdienu man\u012bgaj\u0101 pasaul\u0113 ir norm\u0101li, ka viens cilv\u0113ks visu nevar zin\u0101t, l\u012bdz ar to medi\u0101cija ir lieliska metode, kas \u013cauj iest\u0101des vad\u012bt\u0101jam b\u016bt k\u0101 vienam no l\u012bdzv\u0113rt\u012bgajiem dal\u012bbniekiem, nevis autoritat\u012bvam noteic\u0113jam, k\u0101 ar\u012b \u013cauj k\u0101 resursus izmantot vec\u0101kus, un citus ieinteres\u0113tos.&nbsp;<br>Ja izgl\u012bt\u012bbas iest\u0101des vad\u012bt\u0101js ir apguvis medi\u0101cijas pamatus, sav\u0101 darba viet\u0101 sarunu proces\u0101 vi\u0146\u0161 tom\u0113r nav mediators, bet gan viens no dal\u012bbniekiem. Sarunu vad\u012b\u0161anai parasti piesaista neitr\u0101lu speci\u0101listu no malas. Tom\u0113r attiec\u012bg\u0101s zin\u0101\u0161anas var izmantot veiksm\u012bgas ikdienas komunik\u0101cijas veido\u0161an\u0101 ar b\u0113rnu vec\u0101kiem, ar\u012b darbiniekiem. Ikdien\u0101 var izmantot medi\u0101cij\u0101 apg\u016bt\u0101s jaut\u0101jumu tehnikas, atspogu\u013co\u0161anu, p\u0101rfr\u0101z\u0113\u0161anu utml.&nbsp;<\/p>\n\n\n\n<p><strong>Starp citu!<\/strong><br>Medi\u0101cijas metodes labi darbojas ar\u012b grupi\u0146\u0101, izmantojot t\u0101s starp b\u0113rniem, piem\u0113ram, uzdodot jaut\u0101jumus k\u0101p\u0113c, nevis pie\u0146emot, ka pieaugu\u0161ie pa\u0161i jau zina atbildi.&nbsp;<\/p>\n\n\n\n<p><strong>V\u0113rt\u012bgs ieteikums veiksm\u012bgam sarunu rezult\u0101tam!<\/strong><br>Tas ir saprotami, ka vec\u0101kos, run\u0101jot par vi\u0146u b\u0113rniem, valda liela emociju bu\u0137ete. Un ar\u012b pedagogs, saskaroties ar gr\u016bt\u012bb\u0101m, k\u013c\u016bst emocion\u0101ls. Ta\u010du ir k\u0101da metode, ko izmantot pirms sarunas, kas pal\u012bdz\u0113s \u201cnolikt emocijas mal\u0101\u201d un raudz\u012bties uz faktiem.&nbsp;<br>Ja skolot\u0101jai ir iev\u0113rojusi, ka k\u0101ds konkr\u0113tais b\u0113rns visu laiku dara kaut ko at\u0161\u0137ir\u012bgu nek\u0101 p\u0101r\u0113jie, tad skolot\u0101jai ir \u013coti svar\u012bgi veikt pierakstus, lai var\u0113tu objekt\u012bvi v\u0113rt\u0113t dinamiku, konkr\u0113t\u0101s situ\u0101cijas, kur\u0101s paman\u0101ma nev\u0113lam\u0101 uzved\u012bba. Veicot inform\u0101cijas apkopo\u0161anu, skolot\u0101ja var ierasties uz medi\u0101ciju ar statistiku un konkr\u0113tiem faktiem. Tas \u013cauj lietas ieraudz\u012bt daudz skaidr\u0101k un ne\u013cauties emocij\u0101m.&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>B\u0113rnud\u0101rzs ir vieta, kur satiekas daudz cilv\u0113ku \u2013 b\u0113rni, vi\u0146u vec\u0101ki, pedagogi, iest\u0101des vad\u012bba. L\u012bdz ar to, lai ar\u012b visiem&#8230;<\/p>\n","protected":false},"author":2,"featured_media":572,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"categories":[5],"tags":[],"acf":[],"_links":{"self":[{"href":"https:\/\/happykids.lv\/lv\/wp-json\/wp\/v2\/posts\/571"}],"collection":[{"href":"https:\/\/happykids.lv\/lv\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/happykids.lv\/lv\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/happykids.lv\/lv\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/happykids.lv\/lv\/wp-json\/wp\/v2\/comments?post=571"}],"version-history":[{"count":1,"href":"https:\/\/happykids.lv\/lv\/wp-json\/wp\/v2\/posts\/571\/revisions"}],"predecessor-version":[{"id":574,"href":"https:\/\/happykids.lv\/lv\/wp-json\/wp\/v2\/posts\/571\/revisions\/574"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/happykids.lv\/lv\/wp-json\/wp\/v2\/media\/572"}],"wp:attachment":[{"href":"https:\/\/happykids.lv\/lv\/wp-json\/wp\/v2\/media?parent=571"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/happykids.lv\/lv\/wp-json\/wp\/v2\/categories?post=571"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/happykids.lv\/lv\/wp-json\/wp\/v2\/tags?post=571"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}