The coherence between risk factors at birth and the manifestation of developmental problems with the delay of school entrance

Abstract

The goal of this research was to determine to what extent some of the risk factors for prenatal, perinatal development and early impairment are present in the children whose entrance to school is postponed. The research included 248 children divided into two groups: the children with postponed entrance to school (E, n166), and the children whose entrance to school was not delayed (K, n72). Criterion-referenced tests were used to assess their intellectual abilities as well as their readiness for school maturity-wise. Health documentation provided data on prenatal, perinatal and postnatal development of the children. It has been determined that, from the point of view of the occurrence of prenatal and perinatal risk factors, there are no differences between the children whose entrance to school was delayed and those whose was not (p=0.058). An analysis of early impairment yielded a statistically significant difference (p=0,025) in terms of the occurrence of early impairment in the children whose entrance to school was postponed. The children whose entrance to school is postponed have the same prenatal and perinatal development as their peers whose entrance to school is not delayed. However, in the children whose entrance is postponed certain adversities have been observed in the neonatal period, which distinguish them from other children.

Cilj rada jeste da se utvrdi u kojoj meri su kod dece kojoj se odlaže polazak u školu prisutni neki od riziko faktora prenatalnog, perinatalnog razvoja i ranog oštećenja. Istraživanjem je obuhvaćeno 248 dece koja su podeljena u dve grupe: deca sa odloženim polaskom u školu (E, n166) i deca sa redovnim polaskom u školu (K, n72). Sva deca su podvrgnuta proceni intelektualnih sposobnosti i proceni zrelosti za polazak u školu na osnovu kriterijumskih testova. Iz zdravstvene dokumentacije dobijeni su podaci o prenatalnom, perinatalnom i postnatalnom razvoju deteta. Ustanovljeno je da među decom sa odloženim polaskom u školu i decom koja su redovni polaznici ne postoje razlike u prisustvu prenatalnih i perinatalnih riziko faktora (p=0.058). Analizom prisustva ranog oštećenja nađena je statistički značajna razlika (p=0,025) u prisutnosti ranih oštećenja kod dece sa odloženim polaskom u školu. Deca kojoj se odlaže polazak u školu imaju jednak prenatalni i perinatalni razvoj sa vršnjacima koji u školu polaze bez odlaganja, ali se u neonatalnom periodu kod odložene dece evidentiraju smetnje po kojima se oni razlikuju.