Starting school: educational development as a function of age of entry and prematurity

Pettinger, Katherine; Kelly, Brian; Sheldon, Trevor; Mon-Williams, Mark; Wright, John; Hill, Liam J. B.

doi:10.1136/archdischild-2019-317124

Cited by 18 publications

(23 citation statements)

References 14 publications

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“…Furthermore, this study also found that compared with the lower grades, SE, AL, and AL/CR in female students who were in higher grades of the same age changed more over two years and the total time spent on near work increased, but there was no such difference among male students. The increase in near working hours makes them more likely to develop myopia [ 32 ]. With higher incidence and prevalence as reported in this study, female students appear to be at greater risk than male students.…”

Section: Discussionmentioning

confidence: 99%

Relationship between Myopia Progression and School Entrance Age: A 2.5-Year Longitudinal Study

Liu

Jiang

et al. 2021

Journal of Ophthalmology

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Objective. To investigate the association between myopia progression and school entrance age among Chinese schoolchildren and to suggest a more appropriate school age. Methods. 1,463 children aged six to nine years from Wenzhou, China, were examined and followed up for two and a half consecutive years. Their noncycloplegic refraction was measured twice each year by using an automatic refractometer; axial length (AL) and corneal radius of curvature (CRC) were tested annually by using the IOLMaster for 2.5 years. The questionnaires were completed by the children to collect detailed information regarding risk factors. Here, myopia is defined as a spherical equivalent less than −1.0D. Results. The changes in spherical equivalent (SE) of 7-year-old children in grade 1 and grade 2 were −0.45D and -0.56D, while changes in AL were 0.59 mm and 0.62 mm, respectively. The SE changes of 8-year-old children in grade 2 and grade 3 were −0.54D and −0.75D; meanwhile, the AL changes were 0.57 mm and 0.61 mm, respectively. Significant statistical differences were observed in ocular biological structure parameters, except for corneal radius of curvature (CRC) or anterior chamber depth (ACD), among children with the same age in different grades during this study. The prevalence of myopia was also significantly higher in higher grades for children with same age. Conclusions. Myopia is related to children’s school entrance age. Children who start school in an earlier age are more likely to suffer from myopia, and the progression of myopia can be considerably faster. Therefore, it is recommended to enter school after the age of 7.

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Section: Discussionmentioning

confidence: 99%

Relationship between Myopia Progression and School Entrance Age: A 2.5-Year Longitudinal Study

Liu

Jiang

et al. 2021

Journal of Ophthalmology

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“…Not all children enter school exhibiting the same skills or readiness to learn (Claessens & Engel, 2013), with a myriad of contributing factors (e.g. Duncan & Magnuson, 2011;Isaacs & Magnuson, 2011;Pettinger et al, 2019;Ziol-Guest & McKenna, 2013). School readiness is therefore a topic of great interest for both researchers and policymakers (Davies et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Can holistic school readiness evaluations predict academic achievement and special educational needs status? Evidence from the Early Years Foundation Stage Profile

Atkinson

Hill

Pettinger

et al. 2022

Learning and Instruction

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This study examined the predictive validity of holistic school readiness evaluations using the 'good level of development' outcome from the Early Years Foundation Stage Profile (EYFSP). The EYFSP assesses a range of abilities at school entry including academic, language, socio-emotional, and motor skills. In particular, we examined whether the assessment predicted reading, writing, maths, and science ability two years later and future special educational needs (SEN) status (N=3,739-5,768). Children who reached a good level of development had higher odds of performing at expected (vs. below expected) levels on later academic assessments. This was particularly true for children with SEN. Reaching a good level of development also increased the odds of performing at above expected (vs. expected) levels on the academic assessments and lowered the odds of requiring SEN support. This demonstrates that holistic school readiness evaluations are powerful tools that can identify 'at risk' children.

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“…Many studies in the literature have demonstrated an association between preterm birth and poorer cognitive outcome 10 – 12 . This trend was replicated in our smaller dataset where we observed a positive association between cognition at four and gestational age at birth.…”

Section: Discussionmentioning

confidence: 99%

Greater genetic risk for adult psychiatric diseases increases vulnerability to adverse outcome after preterm birth

Cullen

Selzam

Dimitrakopoulou

et al. 2021

Sci Rep

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Preterm birth is an extreme environmental stress associated with an increased risk of later cognitive dysfunction and mental health problems. However, the extent to which preterm birth is modulated by genetic variation remains largely unclear. Here, we test for an interaction effect between psychiatric polygenic risk and gestational age at birth on cognition at age four. Our sample comprises 4934 unrelated individuals (2066 individuals born < 37 weeks, 918 born < = 34 weeks). Genome-wide polygenic scores (GPS’s) were calculated for each individual for five different psychiatric pathologies: Schizophrenia, Bipolar Disorder, Major Depressive Disorder, Attention Deficit Hyperactivity Disorder and Autism Spectrum Disorder. Linear regression modelling was used to estimate the interaction effect between psychiatric GPS and gestational age at birth (GA) on cognitive outcome for the five psychiatric disorders. We found a significant interaction effect between Schizophrenia GPS and GA (β = 0.038 ± 0.013, p = 6.85 × 10–3) and Bipolar Disorder GPS and GA (β = 0.038 ± 0.014, p = 6.61 × 10–3) on cognitive outcome. Individuals with greater genetic risk for Schizophrenia or Bipolar Disorder are more vulnerable to the adverse effects of birth at early gestational age on brain development, as assessed by cognition at age four. Better understanding of gene-environment interactions will inform more effective risk-reducing interventions for this vulnerable population.

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Starting school: educational development as a function of age of entry and prematurity

Cited by 18 publications

References 14 publications

Relationship between Myopia Progression and School Entrance Age: A 2.5-Year Longitudinal Study

Relationship between Myopia Progression and School Entrance Age: A 2.5-Year Longitudinal Study

Can holistic school readiness evaluations predict academic achievement and special educational needs status? Evidence from the Early Years Foundation Stage Profile

Greater genetic risk for adult psychiatric diseases increases vulnerability to adverse outcome after preterm birth

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