Review article
https://doi.org/10.38003/sv.72.2.13
Children at risk of social exclusion in the early and preschool education and care system
Ivana Visković
orcid.org/0000-0002-4029-044X
; University of Split, Faculty of Humanities and Social Sciences
Andriana Marušić
orcid.org/0000-0002-0055-2142
Jelena Topić
; Kindergarten “Biokovsko zvonce”, Makarska
Abstract
Children at risk of social exclusion (RSI) are more than average exposed to the risk of violation
of their socio-emotional and psycho-physical integrity. The term includes children with challenging
developmental and/or psychophysical status, exposed to inappropriate conditions in which they grew up,
children in families of minority cultural identity. Exposure to RSI is associated with below-average
educational outcomes, lower socio-emotional competencies, psychological difficulties, and antisocial/or
addictive behaviours.
Earlier studies found that 7 to 10% of preschool children are in RSI. Research in Croatia shows that 21.1%
of preschool children are in one RSI, while 13.2% of children are in two or more RSI
(http://morenec.ufzg.hr/). Children’s involvement in early childhood education and care (ECEC) stands
out as an instrument for the prevention of educational poverty and one of the predictors of children’s wellbeing. Involvement alone is not enough, and the quality of the ECEC system and the process are more
important indicators of well-being. Unfortunately, only 30% of ECEC institutions have a standardised child
risk assessment procedure and organised support for children and families. Only 20% of ECEC teachers
estimate that they are educated for (some) forms of support for children in RSI.
Keywords
children of early and preschool age, children’s participation, social justice, the quality of the educational process; vulnerable children.
Hrčak ID:
314535
URI
Publication date:
1.12.2023.
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