Impairments in executive function have been documented in school-age children with mathematical learning difficulties. However, the utility and specificity of preschool executive function abilities in predicting later mathematical achievement are poorly understood. This study examined linkages between children's developing executive function abilities at age 4 and children's subsequent achievement in mathematics at age 6, 1 year after school entry. The study sample consisted of a regionally representative cohort of 104 children followed prospectively from ages 2 to 6 years. At age 4, children completed a battery of executive function tasks that assessed planning, set shifting, and inhibitory control. Teachers completed the preschool version of the Behavior Rating Inventory of Executive Function. Clinical and classroom measures of children's mathematical achievement were collected at age 6. Results showed that children's performance on set shifting, inhibitory control, and general executive behavior measures during the preschool period accounted for substantial variability in children's early mathematical achievement at school. These associations persisted even after individual differences in general cognitive ability and reading achievement were taken into account. Findings suggest that early measures of executive function may be useful in identifying children who may experience difficulties learning mathematical skills and concepts. They also suggest that the scaffolding of these executive skills could potentially be a useful additional component in early mathematics education.

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Objective Examine sources, predictors, and child outcomes associated with NICU-related stress for mothers of infants born very preterm (VPT). Study Design Participants were 133 mothers of VPT infants admitted to a regional level-III NICU. At term equivalent, mothers completed the Parental Stressor Scale: NICU and were interviewed about their psychological wellbeing and family circumstances. Infant clinical data were also collected. At corrected age 4, 49 children were assessed for cognition, language, and socio-emotional development. Result Mothers reported moderate to low stress, with parental role alteration considered most stressful and parent-staff communications least stressful. Predictors of overall stress included maternal educational underachievement, stressful life events, postnatal depression, and infant unsettled-irregular behavior. NICU-related stress was associated with child anxiety and poorer language development. Conclusion Parental wellbeing is an important focus of care in the neonatal setting. Strategies are needed to optimize early engagement and reduce stress levels to assist improved child outcomes.

Article is available for free via the provided URL.OBJECTIVES: Children born very preterm (VPT) are at high risk of educational delay, yet few guidelines exist for the early identification of those at greatest risk. Using a school readiness framework, this study examined relations between preschool neurodevelopmental functioning and educational outcomes to age 9 years. METHODS: The sample consisted of a regional cohort of 110 VPT (?32 weeks? gestation) and 113 full-term children born during 1998?2000. At corrected age 4 years, children completed a multidisciplinary assessment of their health/motor development, socioemotional adjustment, core learning skills, language, and general cognition. At ages 6 and 9, children?s literacy and numeracy skills were assessed using the Woodcock-Johnson III Tests of Achievement. RESULTS: Across all readiness domains, VPT children were at high risk of delay/impairment (odds ratios 2.5?3.5). Multiple problems were also more common (47% vs 16%). At follow-up, almost two-thirds of VPT children were subject to significant educational delay in either literacy, numeracy or both compared with 29% to 31% of full-term children (odds ratios 3.4?4.4). The number of readiness domains affected at age 4 strongly predicted later educational risk, especially when multiple problems were present. Receiver operating characteristic analysis confirmed ?2 readiness problems as the optimal threshold for identifying VPT children at educational risk. CONCLUSIONS: School readiness offers a promising framework for the early identification of VPT children at high educational risk. Findings support the utility of ?2 affected readiness domains as an effective criterion for referral for educational surveillance and/or additional support during the transition to school.publishersversionPeer reviewe