Pettinger, KJ, Kelly, B, Sheldon, TA et al. (3 more authors) (2020) Starting school: educational development as a function of age of entry and prematurity. Archives of Disease in Childhood, 105 (2). pp. 160-165. ISSN 0003-9888
Abstract
Objective: To estimate the impact on early development of prematurity and summer birth and the potential ‘double disadvantage’ created by starting school a year earlier than anticipated during pregnancy, due to being born preterm.
Design, setting and patients: We investigated the impact of gestational and school-entry age on the likelihood of failing to achieve a ‘Good Level of Development’ (GLD) on the Early Years Foundation Stage Profile in 5-year-old children born moderate-to-late preterm using data from the Born in Bradford longitudinal birth cohort. We used hierarchical logistic regression to control for chronological maturity, and perinatal and socioeconomic factors.
Results: Gestational age and school-entry age were significant predictors of attaining a GLD in the 10 337 children who entered school in the correct academic year given their estimated date of delivery. The odds of not attaining a GLD increased by 1.09 (95% CI 1.06 to 1.11) for each successive week born early and by 1.17 for each month younger within the year group (95% CI 1.16 to 1.18). There was no interaction between these two effects. Children starting school a year earlier than anticipated during pregnancy were less likely to achieve a GLD compared with (1) other children born preterm (fully adjusted OR 5.51 (2.85–14.25)); (2) term summer births (3.02 (1.49–6.79)); and (3) preterm summer births who remained within their anticipated school-entry year (3.64 (1.27–11.48)).
Conclusions: These results confirm the developmental risks faced by children born moderate-to-late preterm, and—for the first time—illustrate the increased risk associated with ‘double disadvantage’.
Metadata
Authors/Creators: |
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Copyright, Publisher and Additional Information: | © Author(s) (or their employer(s)) 2019. This is an open access article under the terms of the Creative Commons Attribution 4.0 International (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/) | ||||||
Keywords: | preterm birth; prematurity; child development; Born in Bradford; longitudinal | ||||||
Dates: |
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Institution: | The University of Leeds | ||||||
Academic Units: | The University of Leeds > Faculty of Medicine and Health (Leeds) > School of Psychology (Leeds) | ||||||
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Depositing User: | Symplectic Publications | ||||||
Date Deposited: | 27 Jun 2019 13:04 | ||||||
Last Modified: | 25 Jun 2023 21:53 | ||||||
Status: | Published | ||||||
Publisher: | BMJ Publishing Group | ||||||
Identification Number: | https://doi.org/10.1136/archdischild-2019-317124 |