dc.contributor.author | Pettinger, KJ | |
dc.contributor.author | Kelly, B | |
dc.contributor.author | Sheldon, TA | |
dc.contributor.author | Mon-Williams, M | |
dc.contributor.author | Wright, J | |
dc.contributor.author | Hill, LJB | |
dc.date.accessioned | 2021-04-12T10:33:11Z | |
dc.date.available | 2019-06-24 | |
dc.date.available | 2021-04-12T10:33:11Z | |
dc.date.issued | 2020-02 | |
dc.identifier.uri | https://qmro.qmul.ac.uk/xmlui/handle/123456789/71174 | |
dc.description.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'. | en_US |
dc.format.extent | 160 - 165 | |
dc.language | eng | |
dc.relation.ispartof | Arch Dis Child | |
dc.rights | Attribution 3.0 United States | |
dc.rights.uri | http://creativecommons.org/licenses/by/3.0/us/ | |
dc.subject | born in Bradford | en_US |
dc.subject | child development | en_US |
dc.subject | longitudinal | en_US |
dc.subject | prematurity | en_US |
dc.subject | preterm birth | en_US |
dc.subject | Academic Performance | en_US |
dc.subject | Age Factors | en_US |
dc.subject | Child, Preschool | en_US |
dc.subject | Cohort Studies | en_US |
dc.subject | Female | en_US |
dc.subject | Gestational Age | en_US |
dc.subject | Humans | en_US |
dc.subject | Infant, Premature | en_US |
dc.subject | Male | en_US |
dc.subject | Risk Assessment | en_US |
dc.subject | Schools | en_US |
dc.title | Starting school: educational development as a function of age of entry and prematurity. | en_US |
dc.type | Article | en_US |
dc.identifier.doi | 10.1136/archdischild-2019-317124 | |
pubs.author-url | https://www.ncbi.nlm.nih.gov/pubmed/31409594 | en_US |
pubs.issue | 2 | en_US |
pubs.notes | Not known | en_US |
pubs.publication-status | Published | en_US |
pubs.volume | 105 | en_US |
dcterms.dateAccepted | 2019-06-24 | |