Early human development · 2014
Commentary on "Kindergarten classroom functioning of extremely preterm/extremely low birth weight children" or "Leaving no child behind: promoting educational success for preterm survivors".
СтатьяКомментарийНазвание и аннотация: Перевод в очереди
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Msall Michael E
Аннотация
OBJECTIVE: Our purpose was to discuss the supports required at school entry for children with extreme prematurity.
METHODS: We commented on the kindergarten classroom functioning and the importance of providing structure and supports to ensure school-entry learning success.
RESULTS: Kindergarten readiness is a multidimensional construct that integrates physical, developmental, behavioral, social-emotional, and adaptive skills necessary for learning in groups. Key components that predict classroom functioning include attention and executive function skills.
CONCLUSIONS: Extremely preterm survivors as well as other critically ill neonates require proactive supports by informed educators.
METHODS: We commented on the kindergarten classroom functioning and the importance of providing structure and supports to ensure school-entry learning success.
RESULTS: Kindergarten readiness is a multidimensional construct that integrates physical, developmental, behavioral, social-emotional, and adaptive skills necessary for learning in groups. Key components that predict classroom functioning include attention and executive function skills.
CONCLUSIONS: Extremely preterm survivors as well as other critically ill neonates require proactive supports by informed educators.