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.

项目摘要 全球超过十分之一的婴儿出生的婴儿为时过早（妊娠37周），事件已在 上升。最近早产（PT）出生的增加是早产（LPT）出生的结果（34至36 妊娠周，构成了所有PT出生中最大，最快的部分。 LPT的孩子 在学校遇到数学困难的风险很大。数学技能对 以后的生活成果，包括成人健康和财富。学校的数学成功植根于数字和 在学龄前发展的空间技能。但是，存在着重要的知识差距 LPT的数学困难。该应用程序的长期目标是确定基于的机制 PT儿童的学术困难。该应用程序的总体目标是表征开发 LPT中的数值和空间技能（NS），并确定解释个体的关键因素 在学龄前年，LPT和学期儿童的NS技能差异。中心假设是LPT 与术语儿童相比，NS任务的特定困难将存在，控制一般认知 表现。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 NS技能的个体差异在LPT和学期儿童中。拟议项目基于的理由是 一旦更好地理解了LPT的NS开发，循证的早期识别和干预 可以开发方法来支持在学校数学难度出现之前的高危LPT。中央 假设将通过追求两个具体目的来检验：1）比较LPT和LPT技能的差异 4至5岁的年龄儿童； 2）确定父母NS语言输入与NS之间的关系 LPT和年龄儿童的技能4至5岁。为了第一个目标，儿童的言语和非语言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 关于NS概念（例如计数，基数，空间术语） 实验室将被识别。该应用程序认为，本申请中提出的研究具有创新性 因为它通过关注晚期和学龄前儿童而脱离了对PTS的现状 多年，结合实验，标准化和检查措施，并检查 经验可能是利益相关者可以针对的可修改风险因素的因素。该提议是 意义重大，因为它将为针对早期NS难度的努力提供信息，从而使LPT的未来最大化 潜在的。最终，这种知识有潜力为发展提供新的机会 创新有效的早期预防和干预措施，以防止家庭支持 危险儿童的困难。