scholarly journals Impacts of Late School Entry on Children's Cognitive Development in Rural Northwestern China-Does Preprimary Education Matter?

2017 ◽  
Vol 4 (3) ◽  
pp. 586-601 ◽  
Author(s):  
Qihui Chen
Keyword(s):  
Cognitive Development ◽  
School Entry ◽  
Northwestern China ◽  
Preprimary Education

School readiness and transition into school

2019 ◽  
Author(s):  
Alan Emond ◽  
Jane Coad
Keyword(s):  
Cognitive Development ◽  
School Readiness ◽  
Communication Skills ◽  
Good Practice ◽  
Well Being ◽  
School Entry ◽  
Emotional Maturity ◽  
Medical Needs ◽  
Health Assessments ◽  
Health And Well Being

School readiness is a complex construct which includes physical health and well-being, social competence, emotional maturity, language and cognitive development, and communication skills. This chapter reviews the evidence for interventions which help children, and their families, be ready to start school, and highlights good practice in schools being ready and welcoming for new children. The issues of transition into school are discussed, and evidence presented on how children with medical needs can be helped to integrate and participate. Health assessments at school entry are reviewed, and the complicated area of medication in schools is summarized.

scholarly journals Association between Severe Unaddressed Dental Needs and Developmental Health at School Entry in Canada: A Cross-sectional Study

2019 ◽  
Author(s):  
Magdalena Janus ◽  
Caroline Reid-Westoby ◽  
Catherine Lee ◽  
Marni Brownell ◽  
Jonathon L. Maguire
Keyword(s):  
Cognitive Development ◽  
Well Being ◽  
Cross Sectional Study ◽  
Kindergarten Children ◽  
School Entry ◽  
Development Communication ◽  
Cross Sectional ◽  
Developmental Needs ◽  
Developmental Health ◽  
Dental Needs

Abstract Background and Objective Dental problems are the most prevalent chronic disease worldwide, with up to half of all kindergarten children having tooth decay. However, there is a lack of evidence of whether unaddressed dental needs (UDNs) are associated with children’s developmental health, a concept reflecting holistic child development - encompassing physical, emotional, and cognitive development. The objective of the current study was to evaluate the relationship between UDNs and developmental health among kindergarten children using the Early Development Instrument (EDI). Methods We examined associations between teacher reported UDNs and developmental vulnerability on the EDI. Children were included in the study if they were enrolled in kindergarten in publicly-funded schools in Canada between 2010 and 2015, had been in the classroom for at least one month, and had no more than 25% of missing items on the questionnaire. Results Among 576,264 children who met inclusion criteria (95.4% of eligible children), 2,465 (0.4%) were identified as having UDNs by their teachers. Children with UDNs had 4.58 to 8.27 times higher odds of being vulnerable on any of the five developmental domains (physical health and well-being, social competence, emotional maturity, language and cognitive development, communication skills and general knowledge), compared to children without UDNs. Conclusion In this study, teacher-reported UDNs were associated with developmental vulnerability in kindergarten children. Teacher reported unmet dental needs in kindergarten children may be a proxy for poor developmental health at school entry, and thus a marker for supporting both children’s oral health and early developmental needs.

scholarly journals Association between Severe Unaddressed Dental Needs and Developmental Health at School Entry in Canada: A Cross-Sectional Study

2019 ◽  
Author(s):  
Magdalena Janus ◽  
Caroline Reid-Westoby ◽  
Catherine Lee ◽  
Marni Brownell ◽  
Jonathon L. Maguire
Keyword(s):  
Cognitive Development ◽  
Well Being ◽  
Cross Sectional Study ◽  
Kindergarten Children ◽  
School Entry ◽  
Development Communication ◽  
Cross Sectional ◽  
Developmental Needs ◽  
Developmental Health ◽  
Dental Needs

Abstract Background Dental problems are the most prevalent chronic disease worldwide, with up to half of all kindergarten children having tooth decay. However, there is a lack of evidence of whether unaddressed dental needs (UDNs) are associated with children’s developmental health, a concept reflecting holistic child development - encompassing physical, emotional, and cognitive development. The objective of the current study was to evaluate the relationship between UDNs and developmental health among kindergarten children using the Early Development Instrument (EDI). Methods We examined associations between teacher reported UDNs and developmental vulnerability on the EDI. Children were included in the study if they were enrolled in kindergarten in publicly-funded schools in Canada between 2010 and 2015, had been in the classroom for at least one month, and had no more than 25% of missing items on the questionnaire. Results Among 576,264 children who met inclusion criteria (95.4% of eligible children), 2,465 (0.4%) were identified as having UDNs by their teachers. Children with UDNs had 4.58 to 8.27 times higher odds of being vulnerable on any of the five developmental domains (physical health and well-being, social competence, emotional maturity, language and cognitive development, communication skills and general knowledge), compared to children without UDNs. Conclusion In this study, teacher-reported UDNs were associated with developmental vulnerability in kindergarten children. Teacher reported unmet dental needs in kindergarten children may be a proxy for poor developmental health at school entry, and thus a marker for supporting both children’s oral health and early developmental needs.

scholarly journals Association between Severe Unaddressed Dental Needs and Developmental Health at School Entry in Canada: A Cross-sectional Study

2019 ◽  
Author(s):  
Magdalena Janus ◽  
Caroline Reid-Westoby ◽  
Catherine Lee ◽  
Marni Brownell ◽  
Jonathon L. Maguire
Keyword(s):  
Cognitive Development ◽  
Well Being ◽  
Cross Sectional Study ◽  
Kindergarten Children ◽  
School Entry ◽  
Development Communication ◽  
Cross Sectional ◽  
Developmental Needs ◽  
Developmental Health ◽  
Dental Needs

Abstract Background and Objective Dental problems are the most prevalent chronic disease worldwide, with up to half of all kindergarten children having tooth decay. However, there is a lack of evidence of whether unaddressed dental needs (UDNs) are associated with children’s developmental health, a concept reflecting holistic child development - encompassing physical, emotional, and cognitive development. The objective of the current study was to evaluate the relationship between UDNs and developmental health among kindergarten children using the Early Development Instrument (EDI). Methods We examined associations between teacher reported UDNs and developmental vulnerability on the EDI. Children were included in the study if they were enrolled in kindergarten in publicly-funded schools in Canada between 2010 and 2015, had been in the classroom for at least one month, and had no more than 25% of missing items on the questionnaire. Results Among 576,264 children who met inclusion criteria (95.4% of eligible children), 2,465 (0.4%) were identified as having UDNs by their teachers. Children with UDNs had 4.58 to 8.27 times higher odds of being vulnerable on any of the five developmental domains (physical health and well-being, social competence, emotional maturity, language and cognitive development, communication skills and general knowledge), compared to children without UDNs. Conclusion In this study, teacher-reported UDNs were associated with developmental vulnerability in kindergarten children. Teacher reported unmet dental needs in kindergarten children may be a proxy for poor developmental health at school entry, and thus a marker for supporting both children’s oral health and early developmental needs.

scholarly journals Association between Severe Unaddressed Dental Needs and Developmental Health at School Entry in Canada: A Cross-Sectional Study

2019 ◽  
Author(s):  
Magdalena Janus ◽  
Caroline Reid-Westoby ◽  
Catherine Lee ◽  
Marni Brownell ◽  
Jonathon L. Maguire
Keyword(s):  
Cognitive Development ◽  
Well Being ◽  
Cross Sectional Study ◽  
Kindergarten Children ◽  
School Entry ◽  
Development Communication ◽  
Cross Sectional ◽  
Developmental Needs ◽  
Developmental Health ◽  
Dental Needs

Abstract Background Dental problems are the most prevalent chronic disease worldwide, with up to half of all kindergarten children having tooth decay. However, there is a lack of evidence of whether unaddressed dental needs (UDNs) are associated with children’s developmental health, a concept reflecting holistic child development - encompassing physical, emotional, and cognitive development. The objective of the current study was to evaluate the relationship between UDNs and developmental health among kindergarten children using the Early Development Instrument (EDI). Methods We examined associations between teacher reported UDNs and developmental vulnerability on the EDI. Children were included in the study if they were enrolled in kindergarten in publicly-funded schools in Canada between 2010 and 2015, had been in the classroom for at least one month, and had no more than 25% of missing items on the questionnaire. Results Among 576,264 children who met inclusion criteria (95.4% of eligible children), 2,465 (0.4%) were identified as having UDNs by their teachers. Children with UDNs had 4.58 to 8.27 times higher odds of being vulnerable on any of the five developmental domains (physical health and well-being, social competence, emotional maturity, language and cognitive development, communication skills and general knowledge), compared to children without UDNs. Conclusion In this study, teacher-reported UDNs were associated with developmental vulnerability in kindergarten children. Teacher reported unmet dental needs in kindergarten children may be a proxy for poor developmental health at school entry, and thus a marker for supporting both children’s oral health and early developmental needs.

scholarly journals Association between Severe Unaddressed Dental Needs and Developmental Health at School Entry in Canada: A Cross-Sectional Study

2019 ◽  
Author(s):  
Magdalena Janus ◽  
Caroline Reid-Westoby ◽  
Catherine Lee ◽  
Marni Brownell ◽  
Jonathon L. Maguire
Keyword(s):  
Cognitive Development ◽  
Well Being ◽  
Cross Sectional Study ◽  
Kindergarten Children ◽  
School Entry ◽  
Development Communication ◽  
Cross Sectional ◽  
Developmental Needs ◽  
Developmental Health ◽  
Dental Needs

Abstract Background Dental problems are the most prevalent chronic disease worldwide, with up to half of all kindergarten children having tooth decay. However, there is a lack of evidence of whether unaddressed dental needs (UDNs) are associated with children’s developmental health, a concept reflecting holistic child development - encompassing physical, emotional, and cognitive development. The objective of the current study was to evaluate the relationship between UDNs and developmental health among kindergarten children using the Early Development Instrument (EDI). Methods We examined associations between teacher reported UDNs and developmental vulnerability on the EDI. Children were included in the study if they were enrolled in kindergarten in publicly-funded schools in Canada between 2010 and 2015, had been in the classroom for at least one month, and had no more than 25% of missing items on the questionnaire. Results Among 576,264 children who met inclusion criteria (95.4% of eligible children), 2,465 (0.4%) were identified as having UDNs by their teachers. Children with UDNs had 4.58 to 8.27 times higher odds of being vulnerable on any of the five developmental domains (physical health and well-being, social competence, emotional maturity, language and cognitive development, communication skills and general knowledge), compared to children without UDNs. Conclusion In this study, teacher-reported UDNs were associated with developmental vulnerability in kindergarten children. Teacher reported unmet dental needs in kindergarten children may be a proxy for poor developmental health at school entry, and thus a marker for supporting both children’s oral health and early developmental needs.

scholarly journals Association between severe unaddressed dental needs and developmental health at school entry in Canada: a cross-sectional study

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Magdalena Janus ◽  
Caroline Reid-Westoby ◽  
Catherine Lee ◽  
Marni Brownell ◽  
Jonathon L. Maguire
Keyword(s):  
Cognitive Development ◽  
Well Being ◽  
Cross Sectional Study ◽  
Kindergarten Children ◽  
School Entry ◽  
Development Communication ◽  
Cross Sectional ◽  
Developmental Needs ◽  
Developmental Health ◽  
Dental Needs

Abstract Background Dental problems are the most prevalent chronic disease worldwide, with up to half of all kindergarten children having tooth decay. However, there is a lack of evidence of whether unaddressed dental needs (UDNs) are associated with children’s developmental health, a concept reflecting holistic child development - encompassing physical, emotional, and cognitive development. The objective of the current study was to evaluate the relationship between UDNs and developmental health among kindergarten children using the Early Development Instrument (EDI). Methods We examined associations between teacher reported UDNs and developmental vulnerability on the EDI. Children were included in the study if they were enrolled in kindergarten in publicly-funded schools in Canada between 2010 and 2015, had been in the classroom for at least one month, and had no more than 25% of missing items on the questionnaire. Results Among 576,264 children who met inclusion criteria (95.4% of eligible children), 2465 (0.4%) were identified as having UDNs by their teachers. Children with UDNs had 4.58 to 8.27 times higher odds of being vulnerable on any of the five developmental domains (physical health and well-being, social competence, emotional maturity, language and cognitive development, communication skills and general knowledge), compared to children without UDNs. Conclusion In this study, teacher-reported UDNs were associated with developmental vulnerability in kindergarten children. Teacher reported unmet dental needs in kindergarten children may be a proxy for poor developmental health at school entry, and thus a marker for supporting both children’s oral health and early developmental needs.

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