Prematurity-Caused Socio-Cognitive Long Term Outcome and Educational Success / Failure
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This study shows the implication of interactions between biological, psychological and social development conditions promoting or inhibiting the development process of preterm born students, with particular respect to later success or failure in education.
Motivation. Recent empirical evidence points to a close relation between premature birth and socially coined educational success or failure: The earlier a premature child is born, the greater its risk of problematic long-term consequences inter alia in educational success. Furthermore, dealing with increasing prematurity rates in an interdisciplinary context is gaining international importance and also bears new challenges for the Austrian education system.
Theory. For the issue is widely un-investigated, theory building is necessary. Thus, results are merged into a bio-psycho-social model explaining preterm born person's development factors' interactions.
Methodology. Findings were generated by a systematic comparison of literature reviews (a) of studies on preterm born person's socio-cognitive development (2000 to 2015, countries with health care standards comparable to Austria's) from the perspective of developmental psychology and (b) factors of unexpected educational success as reported in sociological and pedagogical studies, analyzed by discovering social research, from the perspective of social science education research.
Results show (1) to what extent the factors of unexpected educational rises are also present in preterm infants - or may not be present; (2) subtle forms of educational disadvantage and the expected adverse educational success, so far unknown with respect to complex interactions of biological, psychological and social components; (3) unintentional social constructions and stereotypes of seemingly mentally or biologically given differences of learning assets ? (4) merged in the theoretical model mentioned above.