Prematurity and school readiness in a nationally representative sample of Australian children: Does typically occurring preschool moderate the relationship?
Prematurity and school readiness in a nationally representative sample of Australian children: Does typically occurring preschool moderate the relationship?
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DOI：
10.1016/j.earlhumdev.2013.09.015
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发表时间：
2014-02-01
影响因子：
2.5
通讯作者：
Msall, Michael E.
中科院分区：
文献类型：
--
作者：
Chen, Jen-Hao;Claessens, Amy;Msall, Michael E.
目的：本研究的目的是在一个全国代表性样本中检验早产儿指标与儿童认知和行为入学准备之间的关系，并调查典型的学龄前入学是否会缓和这种关系，特别是对于澳大利亚弱势家庭的儿童。方法：澳大利亚儿童的纵向研究是一项具有全国代表性的前瞻性样本，包括两组儿童，儿童健康和发展成果。我们分析了8060名4-5岁儿童的信息，这些儿童具有出生体重、胎龄、产前风险、社会因素以及入学准备的认知和行为结果的完整数据。使用多变量回归将早产的三个指标（低出生体重、早产和小于胎龄）与认知和行为学校准备联系起来。结果：早产、小于胎龄或低出生体重的儿童在控制社会因素和产前风险后，认知学校准备显着较低。没有一个过早的指标与行为学校准备有关。所有儿童都从学前教育中受益。然而，学前教育入学率并没有缓和早产和入学准备之间的关系。唯一的例外是母亲受教育程度低的小于胎龄儿幸存者。学龄前入学率与认知入学准备技能的增加有关。结论：早产儿与认知入学准备技能较低有关。典型的学前教育并没有消除这种联系。研究结果表明，简单地扩大学前教育招生是不足以解决来自弱势背景的早产儿的发展需求。(C)2013爱思唯尔爱尔兰有限公司版权所有。
Objective: This study aims to examine the relationship between indicators of prematurity and children's cognitive and behavioral school readiness in a nationally representative sample and to investigate whether typically occurring preschool enrollment moderates this relationship, particularly for children from disadvantaged families in Australia.Methods: The Longitudinal Study of Australian Children is a nationally representative prospective sample of two cohorts of children with sequentially obtained indicators of child health and developmental outcomes. We analyzed information on 8060 children aged 4-5 years who had complete data on birth weight, gestational age, prenatal risks, social factors, and cognitive and behavioral outcomes of school readiness. Multivariate regressions were used to relate three indicators of prematurity (low birth weight, preterm birth, and small for gestational age) to cognitive and behavioral school readiness.Results: Children born preterm, small for gestational age, or with low birth weight have significantly lower cognitive school readiness after controlling for social factors and prenatal risks. None of the premature indicators were associated with behavioral school readiness. All children benefited from attending preschool. Yet, preschool enrollment did not moderate the relationship between prematurity and school readiness. The only exception is for small for gestational age survivors with low educated mothers. Preschool enrollment was associated with an increase in cognitive school readiness skills.Conclusions: Prematurity was associated with lower cognitive school readiness skills. Typical occurring preschool did not eliminate this association. Findings suggest that simply expanding the preschool enrollment is inadequate to address the developmental needs of premature children from disadvantaged backgrounds. (C) 2013 Elsevier Ireland Ltd. All rights reserved.