Commentary on "Kindergarten classroom functioning of extremely preterm/extremely low birth weight children" or "Leaving no child behind: promoting educational success for preterm survivors".

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.