Gestational age and child development at school entry

Abstract Studies have reported a dose-dependent relationship between gestational age and poorer school readiness. The study objective was to quantify the risk of developmental vulnerability for children at school entry, associated with gestational age at birth and to understand the impact of sociode...

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Autores principales:	Gursimran K. Dhamrait, Hayley Christian, Melissa O’Donnell, Gavin Pereira
Formato:	article
Lenguaje:	EN
Publicado:	Nature Portfolio 2021
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/44121a808ae446eebdf81bf82a9f69e4
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spelling	oai:doaj.org-article:44121a808ae446eebdf81bf82a9f69e42021-12-02T16:14:17ZGestational age and child development at school entry10.1038/s41598-021-93701-y2045-2322https://doaj.org/article/44121a808ae446eebdf81bf82a9f69e42021-07-01T00:00:00Zhttps://doi.org/10.1038/s41598-021-93701-yhttps://doaj.org/toc/2045-2322Abstract Studies have reported a dose-dependent relationship between gestational age and poorer school readiness. The study objective was to quantify the risk of developmental vulnerability for children at school entry, associated with gestational age at birth and to understand the impact of sociodemographic and other modifiable risk factors on these relationships. Linkage of population-level birth registration, hospital, and perinatal datasets to the Australian Early Development Census (AEDC), enabled follow-up of a cohort of 64,810 singleton children, from birth to school entry in either 2009, 2012, or 2015. The study outcome was teacher-reported child development on the AEDC with developmental vulnerability defined as domain scores < 10th percentile of the 2009 AEDC cohort. We used modified Poisson Regression to estimate relative risks (RR) and risk differences (RD) of developmental vulnerability between; (i) preterm birth and term-born children, and (ii) across gestational age categories. Compared to term-born children, adjustment for sociodemographic characteristics attenuated RR for all preterm birth categories. Further adjustment for modifiable risk factors such as preschool attendance and reading status at home had some additional impact across all gestational age groups, except for children born extremely preterm. The RR and RD for developmental vulnerability followed a reverse J-shaped relationship with gestational age. The RR of being classified as developmentally vulnerable was highest for children born extremely preterm and lowest for children born late-term. Adjustment for sociodemographic characteristics attenuated RR and RD for all gestational age categories, except for early-term born children. Children born prior to full-term are at a greater risk for developmental vulnerabilities at school entry. Elevated developmental vulnerability was largely explained by sociodemographic disadvantage. Elevated vulnerability in children born post-term is not explained by sociodemographic disadvantage to the same extent as in children born prior to full-term.Gursimran K. DhamraitHayley ChristianMelissa O’DonnellGavin PereiraNature PortfolioarticleMedicineRScienceQENScientific Reports, Vol 11, Iss 1, Pp 1-13 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Gursimran K. Dhamrait Hayley Christian Melissa O’Donnell Gavin Pereira Gestational age and child development at school entry
description	Abstract Studies have reported a dose-dependent relationship between gestational age and poorer school readiness. The study objective was to quantify the risk of developmental vulnerability for children at school entry, associated with gestational age at birth and to understand the impact of sociodemographic and other modifiable risk factors on these relationships. Linkage of population-level birth registration, hospital, and perinatal datasets to the Australian Early Development Census (AEDC), enabled follow-up of a cohort of 64,810 singleton children, from birth to school entry in either 2009, 2012, or 2015. The study outcome was teacher-reported child development on the AEDC with developmental vulnerability defined as domain scores < 10th percentile of the 2009 AEDC cohort. We used modified Poisson Regression to estimate relative risks (RR) and risk differences (RD) of developmental vulnerability between; (i) preterm birth and term-born children, and (ii) across gestational age categories. Compared to term-born children, adjustment for sociodemographic characteristics attenuated RR for all preterm birth categories. Further adjustment for modifiable risk factors such as preschool attendance and reading status at home had some additional impact across all gestational age groups, except for children born extremely preterm. The RR and RD for developmental vulnerability followed a reverse J-shaped relationship with gestational age. The RR of being classified as developmentally vulnerable was highest for children born extremely preterm and lowest for children born late-term. Adjustment for sociodemographic characteristics attenuated RR and RD for all gestational age categories, except for early-term born children. Children born prior to full-term are at a greater risk for developmental vulnerabilities at school entry. Elevated developmental vulnerability was largely explained by sociodemographic disadvantage. Elevated vulnerability in children born post-term is not explained by sociodemographic disadvantage to the same extent as in children born prior to full-term.
format	article
author	Gursimran K. Dhamrait Hayley Christian Melissa O’Donnell Gavin Pereira
author_facet	Gursimran K. Dhamrait Hayley Christian Melissa O’Donnell Gavin Pereira
author_sort	Gursimran K. Dhamrait
title	Gestational age and child development at school entry
title_short	Gestational age and child development at school entry
title_full	Gestational age and child development at school entry
title_fullStr	Gestational age and child development at school entry
title_full_unstemmed	Gestational age and child development at school entry
title_sort	gestational age and child development at school entry
publisher	Nature Portfolio
publishDate	2021
url	https://doaj.org/article/44121a808ae446eebdf81bf82a9f69e4
work_keys_str_mv	AT gursimrankdhamrait gestationalageandchilddevelopmentatschoolentry AT hayleychristian gestationalageandchilddevelopmentatschoolentry AT melissaodonnell gestationalageandchilddevelopmentatschoolentry AT gavinpereira gestationalageandchilddevelopmentatschoolentry
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Gestational age and child development at school entry

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