Alyssa M Farley, Katia M Canenguez, Ana María Squicciarini, Anamika Dutta, Jennifer Greif Green, Talia S Benheim, Michael Jellinek, J Michael Murphy
The Relationship Between First-Grade Psychosocial Functioning and Educational Outcomes through Eighth Grade in a Large Sample of Chilean Youth
The Journal of school health
early childhood education offers opportunities stimulation multiple developmental domains positive impact longterm outcomes wellbeing children well documented studies explored early education children born preterm vpt 32 weeks gestation higher risk neurodevelopmental disorders poor educational outcomes termborn peers purpose study describe compare educational environment children born vpt european countries 5 years age according degree perinatal risk data originated populationbased screening improve health preterm infants ships cohort children born vpt 20112012 19 regions 11 european countries perinatal data collected medical records 5year followup conducted using parental questionnaires outcomes 5 years participation early education type intensity participation receipt special educational support harmonized across countries 6759 eligible children 3687 546 followed 5 years mean gestational age 293 weeks 5 years almost children 986 educational program type preschoolprimary attendance fulltimeparttime use type school supportservices differed country countries children high perinatal risk likely fulltime education low risk eg estonia 979 vs 871 inverse pattern observed elsewhere eg poland 785 vs 928 overall 228 children received special educational support country range 124344 support received children higher perinatal risk large variations countries remained adjustment sociodemographic characteristics marked variations approaches early education children born vpt europe raising opportunities explore impact neurodevelopment wellbeing