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Preschoolers’ Developmental Profiles and School-Readiness in a Low-Income Canadian City: A Cross-Sectional Survey

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  • Chantal Camden

    (School of Rehabilitation, Université de Sherbrooke, 2500 Boulevard de l’Université, Sherbrooke, QC J1K 2R1, Canada
    Centre de recherche du Centre hospitalier universitaire de Sherbrooke, 12e Avenue N Porte 6, Sherbrooke, QC J1H 5N4, Canada)

  • Léa Héguy

    (Centre de recherche du Centre hospitalier universitaire de Sherbrooke, 12e Avenue N Porte 6, Sherbrooke, QC J1H 5N4, Canada)

  • Megan Casoli

    (School of Rehabilitation, Université de Sherbrooke, 2500 Boulevard de l’Université, Sherbrooke, QC J1K 2R1, Canada)

  • Mathieu Roy

    (Centre intégré universitaire de santé et de services sociaux de l’Estrie—Centre hospitalier universitaire de Sherbrooke, 300 Rue King E, Sherbrooke, QC J1G 1B1, Canada)

  • Lisa Rivard

    (School of Rehabilitation, McMaster University, 1280 Main St W, Hamilton, ON L8S 4L8, Canada)

  • Jade Berbari

    (Centre de recherche du Centre hospitalier universitaire de Sherbrooke, 12e Avenue N Porte 6, Sherbrooke, QC J1H 5N4, Canada)

  • PPOP Research Team

    (Centre de recherche du Centre hospitalier universitaire de Sherbrooke, 12e Avenue N Porte 6, Sherbrooke, QC J1H 5N4, Canada)

  • Mélanie Couture

    (School of Rehabilitation, Université de Sherbrooke, 2500 Boulevard de l’Université, Sherbrooke, QC J1K 2R1, Canada
    Centre de recherche du Centre hospitalier universitaire de Sherbrooke, 12e Avenue N Porte 6, Sherbrooke, QC J1H 5N4, Canada)

Abstract

A joint initiative between community and public health stakeholders in a low-income Canadian city was created to describe the developmental profiles of children aged 2–5 years. A two-phase, cross-sectional design was used. Children’s development was assessed using an online screening procedure. Those at risk of delays were invited for a school-readiness face-to-face brief assessment. Descriptive and exploratory analyses were conducted. In Phase 1, 223 families were screened; 100 children were at risk of delays (45%); 13% were at risk in ≥3 developmental domains; 26% were at risk in the fine motor domain. Risk of delay was associated with parental concerns, accessing more healthcare professionals, and using fewer public health/community programs. Lower incomes, and not attending day care showed trends towards an increased risk of delay. In Phase 2, 49 children were assessed; 69% were at risk of school-readiness delays; 22% had potential motor delays; 37% were at risk in the social domain. This study found a higher proportion of children at risk of delay than typically reported. Creating community partnerships could help identify all children needing developmental and school-readiness support. More research is needed to ensure these community-based partnerships are integrated into health/community programs responding to children’s needs and parental concerns.

Suggested Citation

  • Chantal Camden & Léa Héguy & Megan Casoli & Mathieu Roy & Lisa Rivard & Jade Berbari & PPOP Research Team & Mélanie Couture, 2020. "Preschoolers’ Developmental Profiles and School-Readiness in a Low-Income Canadian City: A Cross-Sectional Survey," IJERPH, MDPI, vol. 17(7), pages 1-11, April.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:7:p:2529-:d:342466
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    References listed on IDEAS

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    2. Frohlich, K.L. & Potvin, L., 2008. "Transcending the known in public health practice: The inequality paradox: The population approach and vulnerable populations," American Journal of Public Health, American Public Health Association, vol. 98(2), pages 216-221.
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