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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Learning difficulties among children separated from a parent

Sandra H Jee1, Kelly M Conn, Wendy J Nilsen

  • 1Division of General Pediatrics and Strong Children's Research Center, University of Rochester School of Medicine and Dentistry, Rochester, NY, USA. Sandra_Jee@urmc.rochester.edu

Ambulatory Pediatrics : the Official Journal of the Ambulatory Pediatric Association
|May 27, 2008
PubMed

Insights

Children separated from parents experienced more learning and preliteracy difficulties. Early screening and interventions can help these children succeed in school.

Area of Science:

  • Child Development
  • Educational Psychology
  • Public Health

Background:

  • Parental separation is a significant life event for children.
  • Early childhood learning difficulties can impact long-term academic success.

Purpose of the Study:

  • To investigate the association between parental separation and learning difficulties in young children.
  • To identify potential risks for academic challenges at kindergarten entry.

Main Methods:

  • A community-based sample of 1619 children entering kindergarten were assessed.
  • Parental separation (defined as >1 month) was compared to no separation.
  • Developmental measures included learning, language, preliteracy, and speech scales.
  • Bivariate and multivariate logistic regression analyses were employed.

Main Results:

  • 18% of children experienced parental separation of over one month.
  • Separated children scored significantly lower on learning and preliteracy measures.
  • Separated children had higher rates of learning difficulties (26.7%) and preliteracy problems (25.9%).
  • Multivariable analysis confirmed separation was associated with learning (aOR 1.71) and preliteracy problems (aOR 1.46).

Conclusions:

  • Parental separation in urban children is linked to increased learning difficulties upon kindergarten entry.
  • Early identification and support for children experiencing separation are crucial.
  • Intervention strategies can improve school readiness and academic outcomes for at-risk children.
Abstract

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