Influence of kindergarten on numbers of multiple developmental delays in preschoolers: an analysis over 14 years

Stich, Heribert; Caniato, Riccardo; Krämer, Alexander; Baune, Bernhard T.

doi:10.1007/s00038-016-0883-z

Cited by 6 publications

(2 citation statements)

References 19 publications

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“…Reading aloud to children has been shown to have a beneficial influence on cognitive development [47], as does adequate access to appropriate toys [48]. Kindergarten enrolment, which many children in quarters with high socioeconomic burden lack, has also been shown to promote learning and development [49][50][51].…”

Section: Growing Up In a Deprived Environmentmentioning

confidence: 99%

Segregated by Wealth, Health, and Development: An Analysis of Pre-School Child Health in a Medium-Sized German City

Wagner

Wienke

Gröger³

et al. 2023

Children

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The School Entry Examination (SEE) can be used to identify children with current health issues, developmental delays, and risk factors for later diseases. This study analyzes the health status of preschool children in a German city with considerable socio-economic differences among its quarters. We used secondary data from SEEs 2016–2019 from the entire city (8417 children), which we divided into quarters with low (LSEB), medium (MSEB), and high socioeconomic burden (HSEB). In HSEB quarters, 11.3% of children were overweight as opposed to 5.3% in LSEB quarters. In HSEB quarters, 17.2% of children had sub-par cognitive development in contrast to 1.5% in LSEB quarters. For overall sub-par development, LSEB quarters had a prevalence of 3.3%, whereas, in HSEB quarters, 35.8% of children received this result. Logistic regression was used to determine the influence of the city quarter on the outcome of overall sub-par development. Here, considerable disparities among HSEB and LSEB quarters remained after adjustment for parents’ employment status and education. Pre-school children in HSEB quarters showed a higher risk for later disease than children in LSEB quarters. The city quarter had an association with child health and development that should be considered in the formulation of interventions.

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Section: Growing Up In a Deprived Environmentmentioning

confidence: 99%

Segregated by Wealth, Health, and Development: An Analysis of Pre-School Child Health in a Medium-Sized German City

Wagner

Wienke

Gröger³

et al. 2023

Children

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“…15 For example, existing studies on contextual characteristics of early childcare facilities and associations with health, health behaviour and well-being examine spatial aspects, such as comparing early childcare facilities by location in either rural versus urban areas. 16 In terms of a contextual perspective, aspects, such as activity-friendly equipment, [17][18][19][20] space for playing 21 and playground surface 20 22 at the childcare-level were analysed in relation to children's physical activity behaviour. Regarding compositional aspects at the meso-level, existing studies focused, for example, on associations between socioeconomic position of the childcare facilities and physical activity behaviour, [23][24][25] nutrition behaviour 24 or mental health of the young children.…”

Section: Strengths and Limitations Of This Studymentioning

confidence: 99%

Associations between contextual and compositional characteristics of early childcare facilities with health, health behaviours and well-being among young children aged 06 years: protocol for a scoping review

et al. 2020

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IntroductionEarly childhood is an important life stage which is crucial for determining health and health inequalities in later life. At the meso-level (institutional-level), early childcare facilities (eg, kindergartens, preschools) are the most important agent of socialisation next to families in young children aged 06 years. In recent years, an increasing amount of studies has focused on contextual and compositional characteristics of early childcare facilities and their association with health (eg, self-rated health), health behaviour (eg, physical activity) and well-being (eg, emotional well-being) in this age group. However, as currently no overview of the available literature on this topic exists, we will conduct a scoping review including various study designs (eg, cross-sectional studies, prospective studies, qualitative studies).Methods and analysisWe will follow the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews. A systematic search of the following scientific databases will be conducted: PubMed/Medline, PsycInfo, Sociological Abstracts, Education Resources Information Center and The Cochrane Library. During the selection process, we will follow a two-step process. First, two reviewers will independently screen titles/abstracts of all potentially eligible articles by applying a set of previously defined inclusion and exclusion criteria. After the completion of the title/abstract screening, full texts of the remaining articles will be screened following the same procedure. To determine inter-rater agreement between reviewers, we will calculate Cohen’s Kappa after both steps. Key characteristics (eg, country of origin, sample size, study design) of included articles will be extracted. We will map the evidence available by providing a summary table on the key characteristics extracted and by presenting the associations using various types of illustrations.Ethics and disseminationSince no primary data will be collected for this review, ethical approval is not required. Our findings will be published in an international peer-reviewed journal and presented at national and international conferences.

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Developmental Outcomes of Preschool Special Education

Elbaum

2020

Infants &Amp; Young Children

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The purpose of this secondary analysis of state-collected data was to investigate developmental outcomes of preschool special education (PSE) services in a statewide cohort of participating children (n = 17,828). In line with federal performance indicators for Individuals with Disabilities Education Act early childhood programs, the outcome of interest in this study was the percentage of children who demonstrated age-expected functioning in all 5 major domains of development—communication, cognitive, motor, personal–social, and adaptive—at the time they exited the PSE program. The study also investigated the extent to which this outcome varied, depending on the severity and complexity of children's delays when they began PSE services. Overall, 38.2% of children exited the program within age norms in all 5 domains; percentages for subgroups of children ranged from 77% for children with no measured delay on entry to 23% for children demonstrating severe delay in 1 or more developmental areas. Holding delay severity constant, each additional domain of delay on entry was associated with a decrease in the percentage of children exiting within age norms. Findings of the study problematize the application of a single definition of “expected progress” for all participating children and underscore the utility of examining and reporting program outcomes for subgroups of children.

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Influence of kindergarten on numbers of multiple developmental delays in preschoolers: an analysis over 14 years

Cited by 6 publications

References 19 publications

Segregated by Wealth, Health, and Development: An Analysis of Pre-School Child Health in a Medium-Sized German City

Segregated by Wealth, Health, and Development: An Analysis of Pre-School Child Health in a Medium-Sized German City

Associations between contextual and compositional characteristics of early childcare facilities with health, health behaviours and well-being among young children aged 06 years: protocol for a scoping review

Developmental Outcomes of Preschool Special Education

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