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Journal of Pediatrics, The

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Preschool Mathematics and Literacy Skills and Educational Attainment in Adolescents Born Preterm and Full Term - 11/12/23

Doi : 10.1016/j.jpeds.2023.113731 
Nicole Baumann, PhD 1, 2, 3, ⁎ , Falk Voit, MSc 4, Dieter Wolke, PhD 3, 5, Hayley Trower, PhD 5, Ayten Bilgin, PhD 6, Eero Kajantie, PhD 7, 8, 9, 10, Katri Räikkönen, PhD 11, Kati Heinonen, PhD 11, 12, Daniel D. Schnitzlein, PhD 4, 13, Sakari Lemola, PhD 3, 14
1 Department of Population Health Sciences, University of Leicester, Leicester, United Kingdom 
2 Turner Institute for Brain and Mental Health, School of Psychological Sciences, Monash University, Melbourne, Australia 
3 Department of Psychology, University of Warwick, Coventry, United Kingdom 
4 Institute of Labour Economics, Leibniz University Hannover, Hannover, Germany 
5 Division of Health Sciences, Warwick Medical School, University of Warwick, Coventry, United Kingdom 
6 Department of Psychology, University of Essex, Colchester, United Kingdom 
7 Department of Public Health and Welfare Promotion, Population Health Unit, Finnish Institute for Health and Welfare, Helsinki, Finland 
8 Clinical Medicine Research Unit, MRC Oulu, Oulu University Hospital and University of Oulu, Oulu, Finland 
9 Children's Hospital, Helsinki University Hospital and the University of Helsinki, Helsinki, Finland 
10 Department of Clinical and Molecular Medicine, Norwegian University of Science and Technology, Trondheim, Norway 
11 Department of Psychology and Logopedics, University of Helsinki, Helsinki, Finland 
12 Psychology/Welfare Sciences, Tampere University, Tampere, Finland 
13 IZA Institute of Labour Economics, Bonn, Germany 
14 Department of Psychology, Bielefeld University, Bielefeld, Germany 

∗Reprint requests: Nicole Baumann, PhD, Department of Population Health Sciences, University of Leicester, Leicester, UK.Department of Population Health SciencesUniversity of LeicesterLeicesterUK

Abstract

Objectives

To test whether preschool academic skills were associated with educational attainment in adolescence and whether associations differed between individuals born preterm and at full term.

Study design

This prospective cohort study comprised 6924 individuals, including n = 444 (6.4%) adolescents born preterm (<37 weeks of gestation) from the Avon Longitudinal Study of Parents and Children. Preschool academic (mathematics and literacy) skills were rated by teachers at 4-5 years. Educational attainment at 16 years was informed by attaining a General Certificate of Secondary Education (GCSE) in key subjects mathematics and English. Logistic regressions assessed the association between preterm birth, preschool mathematics, and GCSE Mathematics and between preterm birth, preschool literacy, and GCSE English.

Results

Similar numbers of adolescents born preterm and at term achieved a GCSE in mathematics and English (53.6 % vs 57.4% and 59.5% vs 63.9%, respectively; P values > .05). Higher preschool academic skill scores in mathematics were associated with greater odds of attaining GCSE Mathematics and preschool literacy skills were associated with GCSE English. Adolescents born preterm with higher preschool mathematics (OR: 1.51, CI: 1.14, 2.00) and literacy skills (OR: 1.57, CI: 1.10, 2.25) were more likely to attain GCSEs in the respective subject than their term-born counterparts with equal levels of preschool skills.

Conclusions

Preschool academic skills in mathematics and literacy are associated with educational attainment of preterm and term-born individuals in adolescence. Children born prematurely may benefit more from preschool mathematics and literacy skills for academic and educational success into adolescence than term-born individuals.

Le texte complet de cet article est disponible en PDF.

Keywords : ALSPAC, longitudinal study, preterm birth, preschool, educational attainment, adolescence

Abbreviations : ALSPAC, GCSE


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© 2023  The Authors. Publié par Elsevier Masson SAS. Tous droits réservés.
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Vol 264

Article 113731- janvier 2024 Retour au numéro
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