Problemi u ponašanju djece rane i predškolske dobi povezani su s kasnijom socijalizacijom, prilagodbom na školu, školskim uspjehom i drugim obrazovnim postignućima u adolescentskoj i odrasloj dobi, što ukazuje na važnost pravovremenog prepoznavanja odstupanja od uobičajenog psihosocijalnog funkcioniranja i ponašanja djece. Poznato je da je za prevenciju nepovoljnih razvojnih ishoda, uključujući razvoj problema u ponašanju, ključno razdoblje do šeste godine djetetova života. Cilj je ovog istraživanja analizirati pojavnost problema u ponašanju djece rane i predškolske dobi u Republici Hrvatskoj s obzirom na spol i razvojni status djece, na temelju procjena roditelja i odgojitelja. Procijenjeno je ponašanje 447 djece u dobi od pet i šest godina u 10 hrvatskih programa ranog i predškolskog odgoja i obrazovanja. Utvrđeno je da s učestalošću manifestiranja problema u ponašanju opada njihov udio u populaciji te da izražajnije probleme u ponašanju prema procjenama odgojitelja manifestira 7%, a prema procjenama roditelja 9% djece rane i predškolske dobi. Na uzorku ovog istraživanja nisu utvrđene razlike u procjenama učestalosti manifestiranja internaliziranih problema u ponašanju između dječaka i djevojčica, ali se pokazalo da odgojitelji i roditelji češće procjenjuju prisutnost eksternaliziranih problema u ponašanju kod dječaka u odnosu na djevojčice. Odgojitelji i roditelji procjenjuju da djeca s teškoćama u razvoju u odnosu na djecu tipičnog razvoja češće manifestiraju internalizirane probleme u ponašanju, dok razlike u procjenama učestalosti manifestiranja eksternaliziranih problema s obzirom na razvojni status djece nisu utvrđene. Ovim istraživanjem potvrđuju se mogućnosti ranog prepoznavanja problema u ponašanju djece i ukazuje se na relevantnost i povezanost procjena ponašanja djece od strane njihovih roditelja i odgojitelja.

Children’s participation in high-quality early childhood education and care (hereinafter ECEC) institutions and inclusive pedagogical practice represent an important compensatory mechanism that significantly reduces the risk of children’s social exclusion. The role of ECEC is to contribute to the reduction or possible elimination of the risks of social exclusion (hereinafter RSE) of children and the consequences of their unfavourable actions through systematic preventive action. The scientific project “Models of Response to Educational Needs of Children at Risk of Social Exclusion in ECEC Institutions” (MORENEC, hereafter the Project MORENEC), funded by the Croatian Science Foundation, is focused on issues arising from this topic. This research is an integral part of the Project, and its goal is to analyse how Croatian ECEC institutions contribute to the prevention of the RSE of children in order to prevent unfavourable developmental outcomes. The data were collected on a sample of 65 ECEC institutions, which is representative for Croatia. The obtained results indicate an uneven practice of preventing the RSE in Croatian ECEC institutions. Various methods, programmes and techniques are used to prevent the RSE of children. Only a third of ECEC institutions implement comprehensive, structured preventive programs, and only a fifth of institutions offer different forms of support for parents. The authors conclude that systematic support for children and families at RSE in the Croatian ECEC system, has not yet fully taken root. The findings point to the need to improve the preventive capacities of the Croatian ECEC system, with an emphasis on expanding the offer of science-based programmes led by educated staff, which includes various forms of support for children at RSE and their family members.