Early Development Instrument

Janus, Magdalena; Brinkman, Sally; Guhn, Martin

doi:10.1007/978-3-319-69909-7_3439-2

Encyclopedia of Quality of Life and Well-Being Research 2022

DOI: 10.1007/978-3-319-69909-7_3439-2

|View full text |Cite

Early Development Instrument

Magdalena Janus

Sally Brinkman²,

Martin Guhn³

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...

Citation Types

Supporting

Mentioning

Contrasting

Year Published

2022

Publication Types

Select...

Article1

Relationship

Self Cite0

Independent1

Authors

Journals

Cited by 1 publication

(1 citation statement)

References 32 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Louis et al examined school readiness in children born preterm . The outcomes of interest included all 5 domains of the Early Development Instrument (EDI), a validated and well-rounded measure of school readiness . Forty-eight percent of children born at less than 28 weeks’ gestation, 40% born at 28 to 33 weeks’ gestation, and 34% born at 34 to 36 weeks’ gestation scored as vulnerable on the EDI compared with 28% of term-born children .…”

mentioning

confidence: 99%

Preschool Readiness of Preterm-Born Children—The Hidden Impact of Familial Resilience

2022

View full text Add to dashboard Cite

In this issue of JAMA Pediatrics, a large population-based Canadian study by Louis et al 1 reports that children who were born preterm do not "catch up" to their term-born school-aged peers. 1 Extending previous work in children born very preterm, 2,3 the current study found delays across all school readiness domains in children born preterm compared with those born full term, especially among those born at earlier gestational ages (GAs). At first glance, these results seem to merely confirm the findings of previous smaller studies and support what practitioners at high-risk infant follow-up clinics have asserted for years. However, the inclusion in the study of a cohort of preterm-born children with termborn siblings revealed intriguing new findings, challenging historic assumptions about follow-up models and outcomes in preterm-born infants, and suggesting new research possibilities.Louis et al 1 examined school readiness in children born preterm. 1 The outcomes of interest included all 5 domains of the Early Development Instrument (EDI), a validated and wellrounded measure of school readiness. 4 Forty-eight percent of children born at less than 28 weeks' gestation, 40% born at 28 to 33 weeks' gestation, and 34% born at 34 to 36 weeks' gestation scored as vulnerable on the EDI compared with 28% of term-born children. 1 A similar gradient was seen across GAs for children who scored as vulnerable in 3 or more domains of the EDI. 1 Other studies have also found that children born preterm were more likely than their term-born peers to have weaknesses in multiple readiness domains. 2,3 This finding may be attributed to the complexity of developmental sequences necessary to establish functional outcomes across domains. Preterm birth disrupts the entire developmental continuum, with numerous downstream implications. 5 This problem of weaknesses across domains must be addressed because the number of readiness domains affected at age 4 years is a strong factor in educational risk later, even when controlling for socioeconomic status. 3 The results of the study by Louis et al 1 challenge high-risk follow-up models that end routine developmental surveillance at age 2 to 3 years for children born preterm. 1 Although cost, time, and space constraints exist, these care models assume that someone else (family, pediatrician, or school) has the expertise and capacity to provide comprehensive surveillance for these children. Although some preterm-born preschoolers may be ready for school, other such preschoolers demonstrate deficits that may increase along with increases in developmental task difficulties. 2 Researchers have aptly described the "sleeper period" of preschool as a gap between the end of neonatal follow-up and the start of formal school assessments; it is an especially vulnerable period for preterm-born children without major impair-

show abstract

mentioning

confidence: 99%

Preschool Readiness of Preterm-Born Children—The Hidden Impact of Familial Resilience

2022

View full text Add to dashboard Cite

show abstract

scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.

Contact Info

hi@scite.ai

10624 S. Eastern Ave., Ste. A-614

Henderson, NV 89052, USA

Blog Terms and Conditions API Terms Privacy Policy Contact Cookie Preferences Do Not Sell or Share My Personal Information

Made with 💙 for researchers

Part of the Research Solutions Family.

Early Development Instrument

Cited by 1 publication

References 32 publications

Preschool Readiness of Preterm-Born Children—The Hidden Impact of Familial Resilience

Preschool Readiness of Preterm-Born Children—The Hidden Impact of Familial Resilience

Contact Info

Product

Resources

About