Invisible prematurity: identifying and supporting the learning and development of preschool children born prematurely not identified as needing early intervention
Children born prematurely are at higher risk for medical, learning and developmental concerns than children born full term. This study analysed the files of 73 pre-term children who completed an Assessment and Monitoring programme in New Zealand between 1998 and 2007. The participants were 39 boys a...
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| Language: | en |
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University of Canterbury. Maori, Social and Cultural Studies in Education
2008
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| Online Access: | http://hdl.handle.net/10092/1665 |