Predictors of Poor School Readiness in Children Without Developmental Delay at Age 2

Nelson, Bergen B.; Dudovitz, Rebecca; Coker, Tumaini R.; Barnert, Elizabeth S.; Biely, Christopher; Li, Ning; Szilâgyi, Peter G.; Larson, Kandyce; Halfon, Neal; Zimmerman, Frederick J.; Chung, Paul J.

doi:10.1542/peds.2015-4477

Cited by 52 publications

(43 citation statements)

References 83 publications

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“…Despite the high prevalence of overweight/obesity, it is to have been expected that predictive power for this outcome would be lower without age 3 years measurement, due to biological influences. 25 Recent findings from predictive modelling studies in high-income countries, in the UK and Australia 37 and in the USA 38 corroborate the importance of social factors for later child health and development outcomes, even in high-income countries. Another study from Brazil (a middle-income country), using the 2004 Pelotas Birth Cohort, assessed a predictive model of early life factors for a cognitive outcome (low IQ) at age 6 years.…”

Section: Discussionmentioning

confidence: 86%

How well can poor child health and development be predicted by data collected in early childhood?

Straatmann

Pearce

Hope

et al. 2018

J Epidemiol Community Health

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BackgroundIdentifying children at risk of poor developmental outcomes remains a challenge, but is important for better targeting children who may benefit from additional support. We explored whether data routinely collected in early life predict which children will have language disability, overweight/obesity or behavioural problems in later childhood.MethodsWe used data on 10 262 children from the UK Millennium Cohort Study (MCS) collected at 9 months, 3, and 11 years old. Outcomes assessed at age 11 years were language disability, overweight/obesity and socioemotional behavioural problems. We compared the discriminatory capacity of three models: (1) using data currently routinely collected around the time of birth; (2) Model 1 with additional data routinely collected at 3 years; (3) a statistically selected model developed using a larger set of early year’s risk factors for later child health outcomes, available in the MCS—but not all routinely collected.ResultsAt age 11, 6.7% of children had language disability, 26.9% overweight/obesity and 8.2% socioemotional behavioural problems. Model discrimination for language disability was moderate in all three models (area under the curve receiver-operator characteristic 0.71, 0.74 and 0.76, respectively). For overweight/obesity, it was poor in model 1 (0.66) and moderate for model 2 (0.73) and model 3 (0.73). Socioemotional behavioural problems were also identified with moderate discrimination in all models (0.71; 0.77; 0.79, respectively).ConclusionLanguage disability, socioemotional behavioural problems and overweight/obesity in UK children aged 11 years are common and can be predicted with moderate discrimination using data routinely collected in the first 3 years of life.

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Section: Discussionmentioning

confidence: 86%

How well can poor child health and development be predicted by data collected in early childhood?

Straatmann

Pearce

Hope

et al. 2018

J Epidemiol Community Health

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“…Furthermore, when analysing the development of delays over time, they found that they worsened with age, especially in the two most affected domains (cognition and language). Nelson et al (2016) defined, on a nationwide scale, the large population of young children who were probably not eligible for an educational intervention but were nevertheless at high risk of having poor cognitive and behavioural out-comes upon entering nursery school. The aim was to validate two models: one of academic risk and the other of behavioural risk.…”

Section: Environmental Risk: Contextual Characteristicsmentioning

confidence: 99%

Las dificultades neuroevolutivas como categoría comprensiva de las dificultades de aprendizaje en niños con retraso del desarrollo: una revisión sistemática

Ares¹,

Iglesias-Souto

Gómez

et al. 2020

AN PSICOL-SPAIN

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Un número considerable de estudiantes presenta dificultades de aprendizaje y bajo rendimiento académico, sin embargo su evaluación no siempre deriva en un diagnóstico concreto. Son categorizados como inmaduros, pero no se determinan ni la naturaleza ni las características de sus dificultades. El objetivo de este estudio fue identificar los dominios evolutivos afectados en niños con retraso del desarrollo (RD) con la finalidad de valorar el concepto de dificultades neuroevolutivas como categoría comprensiva y perfil de las dificultades generalizadas de aprendizaje. Para ello, se realizó una revisión sistemática en las bases electrónicas Medline, PsycINFO, WOS, Eric, Dialnet y CSIC y, tras aplicar los criterios de inclusión, se seleccionaron 18 artículos. Los resultados confirman que RD se utiliza como etiqueta diagnóstica para caracterizar a niños con retrasos significativos en uno o varios ámbitos del desarrollo, pero no existe una definición de consenso ni criterios específicos para su diagnóstico, y solo sería de aplicación a niños de corta edad. Los dominios afectados coinciden con funciones neuroevolutivas y, en su etiología, destacan factores de riesgo biológico y ambiental. Las dificultades neuroevolutivas abarcarían un amplio espectro de déficits con distintos niveles de gravedad que, al interactuar entre sí, dan lugar a una variedad de perfiles. A considerable number of students have learning difficulties and low academic performance, yet their evaluation does not always lead to a concrete diagnosis. They are categorized as immature, but neither the nature nor the characteristics of their difficulties are determined. The aim of this study was to identify the developmental domains which are affected in children with developmental delay (DD) in order to assess the concept of neurodevelopmental difficulties as a comprehensive category and profile of generalized learning difficulties. To this end, a systematic review was carried out on the electronic databases Medline, PsycINFO, WOS, Eric, Dialnet and CSIC and, after applying the inclusion criteria, 18 articles were selected. The results confirm that DD is used as a diagnostic label to characterize children with significant delays in one or more developmental domains, but there is no definition of consensus nor specific criteria for its diagnosis, and it would only be applicable to young children. The affected domains coincide with neurodevelopmental functions, and biological and environmental risk factors stand out in their aetiology. Neurodevelopmental difficulties would encompass a wide spectrum of deficits with different levels of severity that, on interacting with each other, give rise to a variety of profiles.

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“…The role of parents' socioeconomic level can include the psychological well-being of parents (Hurr, Buetnerr, & Jeon, 2015), location of parent and child residence (Gan, Meng, & Xie, 2016), as well as parental background (Son and Peterson, 2017) which then determines the choice of the condition of the environment in which he lives. The level of education of parents who are lower than the S1 level turns out to contribute to children who do not have special needs but show problems at the beginning of school-related problems related to readiness to attend school (Nelson, et al, 2016). The level of education is also associated with the ability to obtain greater income to meet physical needs and facilitate stimulation of child development (Johnson, Martin, and Gunn, 2013).…”

Section: Parent's Adjustment In Promoting School Readiness Onmentioning

confidence: 99%

Parent’s Adjustment in Promoting School Readiness on Preschool Students

Febriyanti¹,

Dewi²

2020

Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)

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Previous researches and current development of school readiness concept shows the important role of parents in shaping children's school readiness. These roles and responsibilities are related to providing physical needs and stimulation for children's readiness. This study aims to obtain empirical data about the description of the process of family self-care with preschool children to prepare children for primary school. This study used qualitative approach with interviews and school readiness measurement as data collection tools. Data were analyzed to obtain important themes in family adjustment experiences to promote children's school readiness. Participants were four parents of "PAUD Nirwana" students, a kindergarten in Semarang that specifically accepts students from lower middle-class families. Data analysis shows that there are five main themes experienced by all subjects relating to the experience of preparing children for school. The five themes lead to the dominant role of mothers as the main contributor to children's school readiness.

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Predictors of Poor School Readiness in Children Without Developmental Delay at Age 2

Cited by 52 publications

References 83 publications

How well can poor child health and development be predicted by data collected in early childhood?

How well can poor child health and development be predicted by data collected in early childhood?

Las dificultades neuroevolutivas como categoría comprensiva de las dificultades de aprendizaje en niños con retraso del desarrollo: una revisión sistemática

Parent’s Adjustment in Promoting School Readiness on Preschool Students

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