Identifying Relationships between Late Premature Birth, Parental Factors, and Early Numerical and Spatial Development

确定晚期早产、父母因素与早期数字和空间发育之间的关系

• 批准号: 10039881
• 负责人: Ece Demir-Lira
• 金额: $ 7.73万
• 依托单位: UNIVERSITY OF IOWA
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-09-09 至 2022-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10039881
• 关键词: 37 weeks gestation; Adult; Age; Area; Birth Weight; Caring; Characteristics; Child; Child Support; Clinics and Hospitals; Collaborations; Data; Development; Early Intervention; Early identification; Elderly; Exhibits; Future; Gestational Age; Goals; Health; Home environment; Incidence; Individual Differences; Interdisciplinary Study; Intervention; Iowa; Knowledge; Language; Life; Mathematics; Measures; Medical; Methods; Mission; Neurocognitive; Nursery Schools; Outcome; PF4 Gene; Parents; Performance; Plant Roots; Play; Population; Pregnancy; Premature Birth; Premature Infant; Preventive Intervention; Productivity; Public Health; Research; Research Personnel; Risk; Risk Factors; Role; Schools; Socioeconomic Status; Source; Special Education; Standardization; Testing; Toy; United States; United States National Institutes of Health; Universities; Variant; aged; cognitive performance; cost; delivery complications; evidence base; experience; improved; innovation; literacy; mathematical difficulties; modifiable risk; neglect; peer; perinatal health; premature; prevent; recruit; skill acquisition; skills; standardize measure; success

Project Summary Worldwide more than 1 in 10 babies born are premature (<37 weeks gestation) and the incidence is on the rise. The recent increase in preterm (PT) births is the result of the rise in late preterm (LPT) birth (34 to 36 weeks gestation), which constitute the largest and fastest growing portion of all PT births. Children with LPT are at significant risk to experience mathematical difficulties in school. Mathematical skills are paramount to later life outcomes, including adulthood health and wealth. Math success in school is rooted in numerical and spatial skills that develop during preschool years. However, a significant knowledge gap exists on the origins of LPTs’ math difficulties. The long-term goal for this application is to identify the mechanisms that underlie academic difficulties in PT children. The overall objective for this application is to characterize the development of numerical and spatial skills (NS) among LPTs and to identify the key factors that explain individual differences in NS skills in LPTs and Term children during preschool years. The central hypothesis is that LPTs will exhibit specific difficulties in NS tasks compared to Term children, controlling for general cognitive performance. Further, prematurity and parental factors (parental language NS input) will interact in predicting individual differences in NS skill in LPT and Term children. The rationale that underlies the proposed project is that once NS development in LPTs is better understood, evidence-based early identification and intervention methods can be developed to support at-risk LPTs before math difficulties in school emerge. The central hypothesis will be tested by pursuing two specific aims: 1) Compare the differences in NS skills of LPT and Term children at age 4 to 5 years; and 2) Determine the relation between parental NS language input and NS skills of LPT and Term children at age 4 to 5 years. For the first aim, children’s verbal and nonverbal NS skills will be assessed using experimental and standardized measures. For the second aim, parental language input about NS concepts (e.g., counting, cardinality, spatial terms) during a semi-naturalistic play interaction in the lab will be identified. The research proposed in this application is innovative, in the applicant’s opinion, because it departs from the status quo in research on PTs by focusing on late prematurity and preschool years, combining experimental, standardized, and observational measures, and examining the role of experiential factors that might serve as modifiable risk factors that stakeholders can target. The proposal is significant because it will inform efforts targeting early NS difficulties and thereby maximize LPTs’ future potential. Ultimately, such knowledge has the potential of offering new opportunities for the development of innovative and effective early prevention and interventions that leverage home support to prevent academic difficulties in at-risk children.

项目摘要 全世界每10个新生儿中就有1个是早产儿(怀孕37周)，而且发病率还在上升。 站起来。最近早产(PT)出生的增加是晚期早产(LPT)出生(34至36)增加的结果 孕周)，这是所有胎膜早产儿中最大和增长最快的部分。患有LPT的儿童 在学校遇到数学困难的风险很大。数学技能是最重要的 晚年的生活结果，包括成年后的健康和财富。在学校里数学的成功根植于数字和 在学龄前阶段发展起来的空间技能。然而，关于……的起源存在着巨大的认识差距 LPTS的数学难题。这个应用程序的长期目标是确定其基础机制 普通话障碍儿童的学习困难。这个应用程序的总体目标是描述开发的特征 对LPT中的数字和空间技能(NS)进行评估，并找出解释个体的关键因素 学龄前儿童与足月儿NS技能的差异。中心假设是LPTS 与足月儿童相比，在NS任务中会表现出特殊的困难，控制一般认知 性能。此外，早产和父母因素(父母语言NS输入)将在预测中交互作用 LPT和学龄期儿童NS技能的个体差异。这项拟议项目的基本原理是 一旦对LPTS中NS的发展有了更好的了解，就可以基于证据的早期识别和干预 在学校出现数学困难之前，可以开发方法来支持处于风险中的LPT。中环 假设将通过追求两个具体目标来检验：1)比较LPT和LPT在NS技能上的差异 4-5岁的足月儿童；2)确定父母的NS语言输入与NS之间的关系 4-5岁儿童LPT和足月儿的技能。对于第一个目标，儿童的语言和非语言网络技能 将使用试验性和标准化措施进行评估。第二个目标是父母的语言输入 关于在半自然主义游戏互动中的NS概念(例如，计数、基数、空间术语) 实验室的身份将会确定。这项申请中提出的研究是创新的，在申请人看来， 因为它偏离了对早产儿和学龄前儿童的研究现状 几年，结合实验、标准化和观察措施，并检查 可作为利益相关者目标的可更改风险因素的经验性因素。该提案是 意义重大，因为它将为针对早期NS困难的努力提供信息，从而使LPT的未来最大化 潜力。归根结底，这样的知识有可能为发展 创新和有效的早期预防和干预措施，利用家庭支持来预防学业不良 高危儿童的困难。