Segnalo un articolo pubblicato da Ambulatory Pediatrics nel numero di Aprile 2008.Lo studio ha indagato la possibile relazione tra disturbi dell'apprendimento e la separazione dai genitori.
Il 18% dei bambini che era rimasto separato da un genitore per oltre un mese prima di cominciare la vita scolastica erano risultati peggio degli altri nella capacità di apprendere nuovi compiti e nell'alfabetizzazione.
Allego l'abstract (per chi sa l'inglese ...)
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Abstract:
Articles in Press
Learning Difficulties Among Children Separated From a Parent
Sandra H. Jee, MD, MPH, Kelly M. Conn, MPH, Wendy J. Nilsen, PhD, Moira A. Szilagyi, MD, PhD, Emma Forbes-Jones, PhD, Jill S. Halterman, MD, MPH
Received 1 October 2007; accepted 6 February 2008. published online 14 April 2008.
Corrected Proof
Objective
To study the relationship between experiencing separation from parents and having learning difficulties among children in a community-based sample.
Methods
In 2003, parents of children entering kindergarten in the city of Rochester completed a survey assessing the child's social background, medical history, and behavioral profile. Children separated from parents for >1 month were compared with those who had never been away for >1 month on 4 validated developmental measures (range, 1–4): a learning scale, an expressive language scale, a preliteracy scale, and a speech scale. Bivariate analyses and multivariate logistic regression analyses were used to determine associations between separation from parents and learning difficulties.
Results
Among the 1619 children, 18% had been separated from a parent for >1 month at least once (11% once, 7% ≥2 times). Separated children scored worse compared with those without separations on learning (3.14 vs 3.28, P = .001) and preliteracy (2.21 vs 2.35, P = .03). Higher rates of learning difficulties (26.7% vs 16.7%, P < .001) and preliteracy problems (25.9% vs 18.7%, P = .01) were noted among those who had been separated versus those who had not. In multivariable modeling, separation was associated with learning problems (adjusted odds ratio, 1.71; 95% confidence interval, 1.18–2.49) and preliteracy problems (adjusted odds ratio, 1.46; 95% confidence interval, 1.04–2.05) when adjusted for demographic, medical, and social factors.
Conclusions
Urban children who have experienced separation from a parent may have more learning difficulties at entrance to kindergarten. Screening and intervention practices to remedy these challenges may better equip such young children to succeed when they enter school.
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