Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/66176
Citations
Scopus Web of Science® Altmetric
?
?
Type: Journal article
Title: Kindergarten attendance may reduce developmental impairments in children: Results from the Bavarian Pre-School Morbidity Survey
Author: Caniato, R.
Alvarenga, M.
Stich, H.
Jansen, H.
Baune, B.
Citation: Scandinavian Journal of Public Health, 2010; 38(6):580-586
Publisher: Taylor & Francis As
Issue Date: 2010
ISSN: 1403-4948
1651-1905
Statement of
Responsibility: 
Riccardo N. Caniato, Marlies E. Alvarenga, Heribert L. Stich, Holger Jansen and Berhard T. Baune
Abstract: Background: The relative risks and benefits of children attending kindergarten or pre-school remain uncertain and controversial. We used data from the Bavarian Pre-School Morbidity Survey (BPMS) to look at the prevalence of developmental impairments in pre-school children entering primary school and to assess if these were correlated with the duration of kindergarten attendance. Methods: We collected data from all school beginners in the district of Dingolfing, Bavaria from 2004 to 2007 (n = 4,005) and utilised a retrospective cross-sectional study design to review the information. The children were assessed for motor, cognitive, language and psychosocial impairments using a standardized medical assessment. Point prevalence of impairments of speech, cognition, motor functioning and psychosocial functioning were compared by χ2-test for the variable of time spent in kindergarten. Results: We detected a high incidence of impairments, with boys showing higher rates than girls in all the areas assessed. Longer length of time spent in kindergarten was associated with reduced rates of motor, cognitive and psychosocial impairments. There was no clear correlation between length of kindergarten attendance and speech disorders. Conclusions: Kindergarten attendance may have a positive effect on a number of domains of development including motor, cognitive and psychosocial development, but no significant effect on speech impairments. Implications for public health policies are discussed.
Keywords: Child development; developmental delay; developmental impairment; kindergarten; pre-school
Rights: © 2010 the Nordic Societies of Public Health
RMID: 0020111216
DOI: 10.1177/1403494810376558
Appears in Collections:Psychiatry publications

Files in This Item:
There are no files associated with this item.


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.