Teachers' knowledge and approaches to supporting preterm children in the classroom

Elvert, Christina; Johnson, Samantha; Jaekel, Julia

doi:10.1016/j.earlhumdev.2021.105415

Cited by 4 publications

(5 citation statements)

References 48 publications

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“…Both psychologists and SEN teachers working in health care settings scored higher on the knowledge test than their counterparts working in educational settings. This is consistent with the finding that professionals experienced in the work with preterm children perform better on the knowledge test ( 10 ), as professionals working in a health setting are more likely to interact with preterm children who have developmental problems.…”

Section: Discussionsupporting

confidence: 88%

“…Neonatologists’ knowledge of the long-term consequences of preterm birth is relatively good ( 9 ). However, the knowledge of teachers, psychologists, and nurses seems to be weaker ( 10 - 12 ). The areas about which they were least knowledgeable were preterm children’s mathematical difficulties, peer relationship problems, and inattention ( 9 , 11 ).…”

mentioning

confidence: 99%

“…Only a small minority of them felt adequately trained to support preterm children in schools ( 11 ). Although US teachers’ knowledge of the consequences of preterm birth was similarly low, those who had professional experience with a preterm child scored higher on a knowledge test than those without such experience ( 10 ). In addition, pediatric nurses showed lower knowledge than neonatologists and comparable knowledge to that of educational psychologists and teachers.…”

mentioning

confidence: 99%

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The knowledge about long-term consequences of preterm birth among health professionals, educational professionals, and parents in Slovenia

Hacin Beyazoglu,

Paro-Panjan,

Šušteršič

et al. 2024

Croat Med J

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Section: Discussionsupporting

confidence: 88%

mentioning

confidence: 99%

mentioning

confidence: 99%

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The knowledge about long-term consequences of preterm birth among health professionals, educational professionals, and parents in Slovenia

Hacin Beyazoglu,

Paro-Panjan,

Šušteršič

et al. 2024

Croat Med J

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“…Therefore, it is important that teachers facilitate the formation of friendships and encourage children's social skills in the classroom. In particular during the first months after school entry, teachers may provide frequent opportunities for social interaction and contact with peers [75], and offer activities in small groups [76,77]. In addition, teachers may include classroom programs that focus on improving social skills and friendships [78,79].…”

Section: Discussionmentioning

confidence: 99%

The Impact of Formal School Entry on Children’s Social Relationships with Parents, Siblings, and Friends

2021

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The normative transition to formal schooling confronts children with social challenges but also opportunities. Longitudinal research on how school entry impacts children’s family and friend-ship relationships is scarce. This study investigated social relationship qualities with parents, siblings, and friends among 1110 children (49.9% female) from the prospective, population-based Bavarian Longitudinal Study at 6 years (before school entry) and 8 years using a forced-choice card-sorting task. Multivariate analyses of variance revealed significant effects of age (i.e., school entry) on social relationship qualities with mothers (Pillai’s Trace (PT) = 0.28, F(9, 1101) = 47.73, p < 0.001), fathers (PT = 0.14, F(9, 1101) = 19.47, p < 0.001), siblings (PT = 0.27, F(9, 1101) = 46.14, p < 0.001), and friends (PT = 0.21, F(9, 1101) = 32.57, p < 0.001). On average, children reported higher levels of parental comfort after school entry. Companionable qualities increased in relationships with friends, whereas sibling relationships became more conflictual from preschool to early school age. Findings provide unique insights into how social relationships develop from preschool to early school age, supporting evidence of the growing importance of friends. Conflict was predominant and increasing in sibling relationships and should be considered more in future research.

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“…Given the large size of the LPT group, we feel that the use of routinely-collected linked data may have potential in increasing integrated automated monitoring [39]. Furthermore, teaching professionals report feeling ill-equipped to support children born prematurely [40] hence greater training in this area would be advisable.…”

Section: Educational Achievement To Age 11 In Children Born At Late P...mentioning

confidence: 99%

Educational achievement to age 11 years in children born at late preterm and early term gestations

Copper,

Waterman,

Nicoletti

et al. 2023

Arch Dis Child

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ObjectiveTo investigate the effects of being born late preterm (LPT, 34–36 weeks’ gestation) or early term (37–38 weeks) on children’s educational achievement between ages 5 and 11 years.DesignA series of observational studies of longitudinal linked health and education data.SettingThe Born-in-Bradford (BiB) birth cohort study, which recruited mothers during pregnancy between 2007 and 2011.ParticipantsThe participants are children born between 2007 and 2011. Children with missing data, looked-after-children, multiple births and births post-term were excluded. The sample size varies by age according to amount of missing data, from 7860 children at age 5 years to 2386 at age 11 years (8031 at age 6 years and 5560 at age 7 years).Main outcome measuresBinary variables of whether a child reached the ‘expected’ level of overall educational achievement across subjects at the ages of 5, 6, 7 and 11 years. The achievement levels are measured using standardised teacher assessments and national tests.ResultsCompared with full-term births (39–41 weeks), there were significantly increased adjusted odds of children born LPT, but not early term, of failing to achieve expected levels of overall educational achievement at ages 5 years (adjusted OR (aOR) 1.72,95% CI 1.34 to 2.21) and 7 years (aOR 1.46, 95% CI 1.08 to 1.97) but not at age 11 years (aOR 1.51, 95% CI 0.99 to 2.30). Being born LPT still had statistically significant effects on writing and mathematics at age 11 years.ConclusionsThere is a strong association between LPT and education at age 5 years, which remains strong and statistically significant through age 11 years for mathematics but not for other key subjects.

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Teachers' knowledge and approaches to supporting preterm children in the classroom

Cited by 4 publications

References 48 publications

The knowledge about long-term consequences of preterm birth among health professionals, educational professionals, and parents in Slovenia

The knowledge about long-term consequences of preterm birth among health professionals, educational professionals, and parents in Slovenia

The Impact of Formal School Entry on Children’s Social Relationships with Parents, Siblings, and Friends

Educational achievement to age 11 years in children born at late preterm and early term gestations

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