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School Readiness in Children Born <30 Weeks' Gestation at Risk for Developmental Coordination Disorder: A Prospective

Alicia J Spittle1,2,3, Joy E Olsen2,3, Tara L FitzGerald1,2

  • 1Department of Physiotherapy, University of Melbourne, Melbourne, Australia.

Journal of Developmental and Behavioral Pediatrics : JDBP
|November 1, 2021
PubMed

Insights

Children born preterm (<30 weeks gestation) at risk for developmental coordination disorder (DCD) show poorer school readiness across multiple domains, not just physical health. This impacts cognitive, social-emotional, and language skills, highlighting broader developmental challenges.

Area of Science:

  • Developmental Pediatrics
  • Neurodevelopmental Disorders
  • Child Psychology

Background:

  • Children born preterm (<30 weeks gestation) are at increased risk for developmental challenges.
  • Developmental Coordination Disorder (DCD) affects motor skills and can impact other developmental areas.
  • School readiness is a critical predictor of academic success and overall well-being.

Purpose of the Study:

  • To investigate differences in school readiness between preterm children at risk for DCD and those not at risk.
  • To assess school readiness across multiple domains including health, social-emotional, cognitive, and language skills.

Main Methods:

  • Prospective cohort study of children born <30 weeks gestation.
  • Children classified as at risk for DCD based on Movement Assessment Battery for Children-Second Edition (MABC-2) scores, IQ, and absence of cerebral palsy.
  • Assessment of school readiness using validated tools across four domains: health/physical, social-emotional, cognitive, and language.

Main Results:

  • 26% of eligible preterm children were identified as at risk for DCD.
  • Children at risk for DCD demonstrated poorer performance in all assessed school readiness domains.
  • Significant group differences (0.4-0.8 SD) were observed in health/physical, social-emotional, language, and cognitive skills.

Conclusions:

  • Preterm children at risk for DCD face challenges beyond motor skills, impacting multiple facets of school readiness.
  • Early identification and targeted interventions are crucial for supporting the comprehensive development of these children.
  • Findings underscore the pervasive influence of DCD risk on early childhood development and educational preparedness.
Abstract

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