Doprinos pojedinih činilaca socioedukativne zanemarenosti odlaganju polaska u školu
Effects That Specific Factors Of Socio-educative Neglect Have On Delaying The Start Of Children’s Education

Summary/Abstract: This study analyzes issues surrounding delays in the beginning of schooling, and concentrates on one of the factors affecting socio-educative neglect of children. The study sample covers 178 children for whom the start of the first grade of school was delayed by a board of education commission, as well as 72 children with regular school start schedule. Comparison of specific criteria (divided into four groups) cited for making a decision to delay the start of schooling for children yields following distribution: 81.9% were cognitive, 57.3% emotional, 41.0% socio-educative, and 5.5% physical. The criterion for classifying a child as socio-educationally neglected was the presence of two out of three non-stimulative development factors. The three factors are: absence of elementary school education with the child’s parents, absence of the child’s pre-school education, and the family’s sub-par quality of life (living, hygienic, and financial standards). An analysis of the three development factors, or causes of socio-educative ne- glect, shows that pre-school education, as well as quality of living, played a signifi- cant part in making a decision whether to delay a child’s school start; the parents’ education level did not show to be a relevant factor. In conclusion, children for whom the start of the first grade of school was de- layed due to socio-educative immaturity have a perspective in regular educational in- stitutions, however, only in lower grade levels. The vast majority of children who went on to attend adult continuing educational institutions are from this group of socio-educationally neglected children.

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