| Titre : | Measurement and determinants of the early childhood educational environment and support services received in school among children born very preterm across 11 European countries– Results from the EPICE-SHIPS cohort |
| Auteurs : | Alyssa Smith Longee ; Ecole des hautes études en santé publique (EHESP) (Rennes, FRA) |
| Type de document : | Mémoire |
| Année de publication : | 2022 |
| Description : | 43p. |
| Langues: | Anglais |
| Classement : | MPH22/ (Master EHESP International master of public health - MPH) |
| Mots-clés : | Prématurité ; Bien être ; Etude ; Etude comparée ; Périnatalogie ; Education enfant |
| Résumé : |
Background: Early childhood education offers opportunities for stimulation in multiple developmental domains and early identification and support for learning and other difficulties. Its positive impact on long-term outcomes and well-being is well documented. Few studies have focused on early education and the educational environment in children born very preterm (VPT; <32 weeks of gestation) who are at higher risk of neurodevelopmental disorders and poor educational outcomes than children born at term. This study has two objectives: (1) to describe the educational environment at five years using indicators developed from a multinational cohort of children born VPT in Europe and (2) to investigate the social and perinatal determinants of educational environment at five and, in particular, of receiving educational support services.
Methods: Data come from the population-based EPICE/SHIPS cohort of children born VPT in 2011/2012 in 19 regions from 11 European countries. Perinatal data were collected from medical records and information on education child health and development at five years of age from parental questionnaires. Indicators characterizing early education and school support/services were first harmonized and described across countries. Developmental healthcare services were also analyzed to identify children receiving support services in school only, in the healthcare system only, in both or neither. To explore the second objective, relative risks (RR) with a 95% confidence interval (CI) for any school attendance, full-time attendance and receiving support services in school were estimated using modified Poisson regression modeling with random intercept at the country and the mother levels to account for the clustering structure of the data. Results: Among 6,759 eligible children, 3,687 (55%) were followed-up at five years (mean gestational age 28.8 weeks). At five years, almost all VPT children were in school, but educational program (pre-primary/primary) and full-time/part-time attendance differed markedly by country. Almost one in four children received special support at school (country range: 13% to 34%). Classification of parental free-text responses identified 4 main areas of services being received in school: learning assistance, speech and language services, motor assistance and emotional, social and behavioral support. When integrated with developmental services outside of school, 59.2% of children received no services, 3.6% received services in school only, 17.9% in the healthcare system only and 19.4% in both; but variation was high across countries (i.e. developmental services received only in the healthcare system ranged from 7.6% to 28.0%). Determinants of receiving educational support services included motor (RR=5.1; CI 3.5;7.2), sensory (RR=4.9; CI 3.5;7.1), cognitive (RR=6.5; CI 3.8;11.0), and behavioral (RR=3.5; CI 2.2;5.5) moderate-to-severe developmental difficulties as well as low maternal education, (RR=1.4; CI 1.1; 1.6). Conclusions: There is marked variation in approaches to early education in Europe. While school type and full/part-time attendance are mostly determined by national policies, multiple sociodemographic and health characteristics were associated with the reception of educational support services. Future research should investigate the strengths and weaknesses of these approaches and their consequences for children’s well-being and longer-term educational outcomes. |
| Diplôme : | Master MPH of public health |
| Plan de classement simplifié : | Master of Public Health - master international de Santé Public (MPH) |
| En ligne : | https://documentation.ehesp.fr/memoires/2022/mph/alyssa_smith_longee.pdf |
Exemplaires (1)
| Code-barres | Cote | Support | Localisation | Section | Disponibilité |
|---|---|---|---|---|---|
| 096496 | MPH22/0005 | Mémoire | Rennes | Salle des Glénan | Empruntable Disponible |