Identifying Relationships between Late Premature Birth, Parental Factors, and Early Numerical and Spatial Development

确定晚期早产、父母因素与早期数字和空间发育之间的关系

• 批准号: 10039881
• 负责人: Ece Demir-Lira
• 金额: $ 7.73万
• 依托单位: UNIVERSITY OF IOWA
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-09-09 至 2022-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10039881
• 关键词: 37 weeks gestation; Adult; Age; Area; Birth Weight; Caring; Characteristics; Child; Child Support; Clinics and Hospitals; Collaborations; Data; Development; Early Intervention; Early identification; Elderly; Exhibits; Future; Gestational Age; Goals; Health; Home environment; Incidence; Individual Differences; Interdisciplinary Study; Intervention; Iowa; Knowledge; Language; Life; Mathematics; Measures; Medical; Methods; Mission; Neurocognitive; Nursery Schools; Outcome; PF4 Gene; Parents; Performance; Plant Roots; Play; Population; Pregnancy; Premature Birth; Premature Infant; Preventive Intervention; Productivity; Public Health; Research; Research Personnel; Risk; Risk Factors; Role; Schools; Socioeconomic Status; Source; Special Education; Standardization; Testing; Toy; United States; United States National Institutes of Health; Universities; Variant; aged; cognitive performance; cost; delivery complications; evidence base; experience; improved; innovation; literacy; mathematical difficulties; modifiable risk; neglect; peer; perinatal health; premature; prevent; recruit; skill acquisition; skills; standardize measure; success

Project Summary Worldwide more than 1 in 10 babies born are premature (<37 weeks gestation) and the incidence is on the rise. The recent increase in preterm (PT) births is the result of the rise in late preterm (LPT) birth (34 to 36 weeks gestation), which constitute the largest and fastest growing portion of all PT births. Children with LPT are at significant risk to experience mathematical difficulties in school. Mathematical skills are paramount to later life outcomes, including adulthood health and wealth. Math success in school is rooted in numerical and spatial skills that develop during preschool years. However, a significant knowledge gap exists on the origins of LPTs’ math difficulties. The long-term goal for this application is to identify the mechanisms that underlie academic difficulties in PT children. The overall objective for this application is to characterize the development of numerical and spatial skills (NS) among LPTs and to identify the key factors that explain individual differences in NS skills in LPTs and Term children during preschool years. The central hypothesis is that LPTs will exhibit specific difficulties in NS tasks compared to Term children, controlling for general cognitive performance. Further, prematurity and parental factors (parental language NS input) will interact in predicting individual differences in NS skill in LPT and Term children. The rationale that underlies the proposed project is that once NS development in LPTs is better understood, evidence-based early identification and intervention methods can be developed to support at-risk LPTs before math difficulties in school emerge. The central hypothesis will be tested by pursuing two specific aims: 1) Compare the differences in NS skills of LPT and Term children at age 4 to 5 years; and 2) Determine the relation between parental NS language input and NS skills of LPT and Term children at age 4 to 5 years. For the first aim, children’s verbal and nonverbal NS skills will be assessed using experimental and standardized measures. For the second aim, parental language input about NS concepts (e.g., counting, cardinality, spatial terms) during a semi-naturalistic play interaction in the lab will be identified. The research proposed in this application is innovative, in the applicant’s opinion, because it departs from the status quo in research on PTs by focusing on late prematurity and preschool years, combining experimental, standardized, and observational measures, and examining the role of experiential factors that might serve as modifiable risk factors that stakeholders can target. The proposal is significant because it will inform efforts targeting early NS difficulties and thereby maximize LPTs’ future potential. Ultimately, such knowledge has the potential of offering new opportunities for the development of innovative and effective early prevention and interventions that leverage home support to prevent academic difficulties in at-risk children.

项目概要 全球范围内，超过十分之一的婴儿早产（妊娠<37周），发生率高达 最近早产 (PT) 出生的增加是晚期早产 (LPT) 出生（34 至 36 岁）增加的结果。 妊娠周），这构成了所有患有 LPT 的 PT 新生儿中最大且增长最快的部分。 在学校面临数学困难的巨大风险。 以后的生活成果，包括成年后的健康和财富，在学校的数学成功植根于数字和知识。 然而，关于空间技能的起源存在着巨大的知识差距。 LPT 的数学难题是该应用程序的长期目标是确定其背后的机制。 该应用程序的总体目标是描述 PT 儿童的学业困难。 LPT 中的数字和空间技能 (NS) 并确定解释个体的关键因素 LPT 和学龄前儿童 NS 技能的差异 中心假设是 LPT 。 与足月儿童相比，在控制一般认知的情况下，在 NS 任务中会表现出特定的困难 此外，早产和父母因素（父母语言 NS 输入）将在预测中相互作用。 LPT 和 Term 儿童 NS 技能的个体差异 拟议项目的基本原理是： 一旦 LPT 中的 NS 发展得到更好的了解，基于证据的早期识别和干预 在学校出现数学困难之前，可以制定方法来支持有风险的 LPT。 假设将通过追求两个具体目标来检验：1）比较LPT和NS技能的差异 4至5岁足月儿童；2) 确定父母 NS 语言输入与 NS 之间的关系 4 至 5 岁 LPT 和 Term 儿童的技能 第一个目标是儿童的语言和非语言 NS 技能。 将使用实验和标准化措施进行评估 对于第二个目标，父母的语言输入。 在半自然主义游戏互动过程中了解 NS 概念（例如，计数、基数、空间术语） 申请人认为，本申请中提出的研究具有创新性， 因为它偏离了 PTs 研究现状，重点关注晚期早产儿和学龄前儿童 年，结合实验、标准化和观察措施，并检验 可能作为利益相关者可以针对的可改变风险因素的经验因素。 意义重大，因为它将为针对早期 NS 困难的努力提供信息，从而最大限度地提高 LPT 的未来 最终，这些知识有可能为发展提供新的机会。 创新且有效的早期预防和干预措施，利用家庭支持来预防学业 高危儿童面临的困难。