Prematurity and school readiness in a nationally representative sample of Australian children: Does typically occurring preschool moderate the relationship?
作者: Jen-Hao ChenAmy ClaessensMichael E. Msall
作者单位: 1Department of Sociology, National Chengchi University, Taipei, Taiwan 64 Section 2, Zhinan Road, Taipei, Taiwan 11605
2Harris School of Public Policy Studies, University of Chicago, Chicago, IL, United States
3Section of Developmental and Behavioral Pediatrics University of Chicago Comer Children's Hospital, Chicago, IL, United States
4JP Kennedy Research Center on Intellectual and Developmental Disabilities, University of Chicago, Chicago, IL, United States
刊名: Early Human Development, 2014, Vol.90 (2), pp.73-79
来源数据库: Elsevier Journal
DOI: 10.1016/j.earlhumdev.2013.09.015
关键词: Birth weightSchool readinessPreschoolCognitive and behavioral developmentHealth disparities
原始语种摘要: Abstract(#br)Objective(#br)This study aims to examine the relationship between indicators of prematurity and children's cognitive and behavioral school readiness in a nationally representative sample and to investigate whether typically occurring preschool enrollment moderates this relationship, particularly for children from disadvantaged families in Australia.(#br)Methods(#br)The Longitudinal Study of Australian Children is a nationally representative prospective sample of two cohorts of children with sequentially obtained indicators of child health and developmental outcomes. We analyzed information on 8060 children aged 4–5years who had complete data on birth weight, gestational age, prenatal risks, social factors, and cognitive and behavioral outcomes of school...
全文获取路径: Elsevier  (合作)
影响因子:2.02 (2012)

  • readiness 准备
  • school 学校
  • relationship 关系
  • representative 代理的
  • enrollment 注册
  • typically 典型地
  • gestational 妊娠期的
  • prematurity 早熟性
  • development 开发
  • indicators 指示器