Home Stimulation for Learning in Very Preterm and Control Preschoolers

• In Event: Poster Session 01
  In Poster Session: PS 01 Topic - School Readiness/Childcare

Abstract

Introduction: School readiness is a concern for very preterm (VPT) children due to challenges in areas of cognitive functioning and pre-academic skills. An important factor contributing to school readiness is the home learning environment, with previous studies showing that greater home stimulation for learning facilitates the development of pre-academic skills. However, we know little about the level of home stimulation for learning in VPT children compared to their term-born peers or characteristics of the home environment associated with stimulation for learning. The aims of this study were to examine 1) differences between 4-year-old VPT children and Term controls in home stimulation for learning and other characteristics of the family environment; and 2) associations between stimulation for learning and other aspects of the family environment.
Methods: Parents of 53 VPT children (mean age 4.02 years, 53% females) and 39 Term controls (mean age 4 years, 47% females) completed the StimQ2 – Preschool questionnaire to assess parental engagement in the child’s learning. Measures of other family characteristics included the Parent-Child Relationship Inventory, Parenting Stress Index, and Depression Anxiety Stress Scale. Analyses included t-test for group comparisons and correlations to examine associations of the StimQ2 with other family measures. Social risk was assessed by a composite measure of parent education, parent occupation, and census-based medium income.
Results: On the StimQ2, parents of VPT children reported lower general engagement (t (90) = -2.27, p = .03) and lower involvement in child development (t (90) = -2.75, p < .01) and reading (t (90) = -2.69, p < .01) than parents of Term controls. On other family measures, VPT parents reported less child autonomy (t (90) = -2.75, p = .04), more traditional parent gender roles (t (63) = -2.24, p = .03), lower levels of communication with their child (t (89) = -4.1, p = .001), and less satisfaction in interacting (t (89) = 2.92, p < .01). Parents who reported higher stimulation for learning had lower social risk scores (r = -.335 - -.23, p < .05) and endorsed less depression (r = -.259, p = .02) and less traditional parent gender roles (r = .229 - .403, p < .05). Similar associations were observed in both groups.
Discussion: Parents of VPT children reported lower levels of home stimulation for learning than parents of Term controls. Lower levels of stimulation, in turn, were associated with more parenting stress and a lower quality of the parent-child relationship. The findings suggest that more parent stress and poorer family functioning may be associated with less home stimulation for learning in VPT children. Interventions to improve parent stimulation for learning would be especially helpful for VPT children. However, to be effective such interventions may need to address other aspects of family functioning.

Authors

• Rebekah Benkart, Oregon State University - Corvallis
  Presenting Author

• Tyler Busch, Nationwide Children's Hospital
  Non-Presenting Author

• Aryanne D de Silva, Nationwide Children's Hospital
  Non-Presenting Author

• Timothy Horn, Nationwide Children’s Hospital
  Non-Presenting Author

• Mary Lauren Neel, Nationwide Children's Hospital
  Non-Presenting Author

• Nathalie Maitre, Nationwide Children's Hospital
  Non-Presenting Author

• H. Gerry Taylor, Nationwide Children's Hospital
  Non-Presenting Author