Preschool and parenting boost academic success for preemie babies.
Preschool and parenting boost academic success for preemie babies.
Bridging the Academic Gap for Late Preterm Infants
Preterm birth is a complex issue that affects millions of infants worldwide. While infants born three to six weeks early, known as late preterm, face an increased risk of developmental challenges, new research suggests that these obstacles can be overcome through preschool attendance and sensitive parenting.
The study, led by Dr. Prachi Shah, a developmental and behavioral pediatrician at the University of Michigan Health C.S. Mott Children’s Hospital, emphasizes the importance of preventive strategies and parental support in mitigating academic risks for late preterm infants. By providing a safe, stable, and nurturing environment, parents can promote academic resilience in their children.
The research team examined data from a longitudinal study that has been tracking thousands of children since birth in 2001. In their analysis of 1,200 late preterm infants, they measured developmental assessments at 9 months and 24 months, and followed up with reading and math scores during preschool and kindergarten years.
While reading skills of late preterm infants generally developed on par with their full-term peers, they consistently scored lower in math at all stages, with the greatest performance gap observed in kindergarten. The researchers speculated that this discrepancy might be due to unique brain development characteristics, including structural changes in neural pathways related to visuoconstructive skills.
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Visuoconstructive abilities involve coordination of fine motor skills, such as drawing. It is plausible that late preterm infants experience challenges in visuoconstructive skills, which could manifest as difficulties in math development. Further research is needed to fully understand this relationship.
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Dr. Shah’s study sheds light on the factors that contribute to the academic success or challenges of late preterm infants. Maternal education level, prenatal tobacco use, twin/multiple gestation, and male sex were identified as risk factors for deficits in math and reading by kindergarten.
To address these concerns, pediatricians play a vital role in fostering sensitive parenting practices. By encouraging early relational health, pediatricians can guide parents in creating a secure and nurturing relationship with their children. This kind of parenting has been associated with early academic success for late preterm infants, as highlighted by Dr. Shah.
The findings of this study have significant implications for pediatric guidelines. With a better understanding of the patterns and predictors of reading and math skill development in late preterm infants, healthcare professionals can tailor guidance and interventions to help these infants thrive prior to entering kindergarten.
The research, published in the journal Pediatric Research, underscores the need for a comprehensive approach to support the academic development of late preterm infants. By combining preschool attendance, sensitive parenting, and targeted interventions, healthcare providers, parents, and educators can bridge the academic gap and ensure these children have the best opportunity for success.
More information: The U.S. Centers for Disease Control and Prevention offers positive parenting tips.
SOURCE: Michigan Medicine – University of Michigan, news release, Aug. 29, 2023
