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: 10260415
• 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 2024-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10260415
• 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; 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; Prevention; 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; preventive intervention; provider factors; 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 在世界范围内，每10个婴儿中就有1个以上是早产儿（妊娠期<37周）， 上升.最近早产（PT）的增加是晚期早产（LPT）增加的结果（34至36 这是所有PT出生中最大和增长最快的部分。LPT患儿 在学校里有很大的风险遇到数学困难。数学技能是至关重要的， 晚年生活的结果，包括成年健康和财富。数学在学校的成功是植根于数字和 在学龄前发展的空间技能。然而，在起源方面存在着重大的知识差距， LPT的数学困难。该应用程序的长期目标是确定 PT儿童的学习困难。本申请的总体目标是表征 的数字和空间技能（NS）之间的LPT，并确定的关键因素，解释个人 学龄前LPT和足月儿NS技能的差异。中心假设是LPT 与足月儿相比，将在NS任务中表现出特定的困难，控制一般认知 性能此外，早产和父母因素（父母语言NS输入）将在预测中相互作用。 LPT和足月儿NS技能的个体差异。拟议项目的基本原理是 一旦更好地了解LPT中NS的发展， 在学校出现数学困难之前，可以制定方法来支持有风险的LPT。中央 假设将通过追求两个具体目标进行检验：1）比较LPT和 4 ~ 5岁足月儿; 2）确定父母NS语言输入与NS之间的关系 4至5岁儿童的LPT和Term技能。对于第一个目标，儿童的语言和非语言NS技能 将使用实验和标准化措施进行评估。第二个目标，父母的语言输入 关于NS概念（例如，计数，基数，空间术语）在半自然的游戏互动过程中， 实验室将被确认。申请人认为，本申请中提出的研究具有创新性， 因为它偏离了PT研究的现状，重点是晚早产和学龄前 年，结合实验，标准化，和观察措施，并检查的作用， 经验因素，可能作为可修改的风险因素，利益相关者可以针对。该提案 重要的是，它将为针对早期NS困难的努力提供信息，从而最大限度地提高LPT的未来 潜力最后，这种知识有可能为发展中国家提供新的机会。 创新和有效的早期预防和干预措施，利用家庭支持， 在危险儿童中的困难。