Effects of Acceleration on School Success and Socio-Emotional Adaptation of Gifted Students
Effects of Acceleration on School Success and Socio-Emotional Adaptation of Gifted Students

Summary/Abstract: Early enrolment of children in school as a form of acceleration of the gifted is a multidimensional problem of educational practice. Thus, due to the possible multiple implications on society, school, family and an individual, it is now on the pedestal of phenomenological treatment. Nowadays, parents often turn to professionals with the question of when and whether the early enrolment (earlier than the child reaches the age prescribed for school) of their child is beneficial. Obviously, seeking advice and even help is more intensely expressed in months preceding the children’s enrolment in school. Given the recent actuality of the problem, the paper is focused on this issue, and based on theoretical and empirical analyses and their results, as well as some practical dilemmas are explained. Some of them are: a) when the child is ready for early enrolment; b) what the factors influencing early enrolment are; c) whether early enrolment affects children’s success and their socioemotional adaptation; d) what the opinion of school on this matter is; e) how parents feel about this matter; f) and other issues that are directly related to the basic problem. Why is this problem so topical nowadays? The author will state some of the basic assumptions that he believes contribute the fact that the problem of early enrolment of children in school is so topical for both parents, and school and society as well as its effects on the future development of the child.

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