Commentary on "Kindergarten classroom functioning of extremely preterm/extremely low birth weight children" or "Leaving no child behind: promoting educational success for preterm survivors"

Abstract

Objective: Our purpose was to discuss the supports required at school entry for children with extreme prematurity.

Methods: We commented on the kindergarten classroom functioning and the importance of providing structure and supports to ensure school-entry learning success.

Results: Kindergarten readiness is a multidimensional construct that integrates physical, developmental, behavioral, social-emotional, and adaptive skills necessary for learning in groups. Key components that predict classroom functioning include attention and executive function skills.

Conclusions: Extremely preterm survivors as well as other critically ill neonates require proactive supports by informed educators.

Keywords: Classroom supports; Extreme prematurity; Neurodevelopmental outcomes; School readiness.