Chronic illness can affect multiple domains of functioning, yet scientific understanding of the effects across the lifespan and under multiple contexts is still developing. For instance, research consistently indicates the early years of a child's life are pivotal for early intervening to positively affect physical, cognitive, and socio-emotional development; unfortunately,…
Chronic illness can affect multiple domains of functioning, yet scientific understanding of the effects across the lifespan and under multiple contexts is still developing. For instance, research consistently indicates the early years of a child's life are pivotal for early intervening to positively affect physical, cognitive, and socio-emotional development; unfortunately, the impact of chronic illnesses, and thus appropriate interventions, during this time are not well-established. Academic achievement is one area in which children with chronic illness are negatively affected and research suggests that the effects of illness can be exacerbated by certain social determinants of health and demographic characteristics; however, no recent studies have examined these relationships for children at school entry. The current study utilized the Early Childhood Longitudinal Study-Birth Cohort (ECLS-B) to examine variations in early academic readiness in reading and mathematics by diabetes status, race, and social determinants, specifically mother's education and access to early childhood education, among children born in 2001. Results of the current study indicated that children with diabetes scored lower on reading and mathematics relative to their non-diabetic peers. Significant interactions were evident for diabetes status by mother's education, race/ethnicity, and by early childhood education. Children in homes whose mothers had the lowest level of education did not score as high as children in homes with mothers who had higher levels of education. Among children without diabetes, those identified as Asian, Pacific Islander, or Native Hawaiian outperformed White, Black, Hispanic, American Indian, and multi-race groups on measures of reading and mathematics, whereas among children with diabetes, those identified as multiracial scored highest. Regardless of diabetes status, children who attended preschool outperformed those who did not, yet children without diabetes who had not attended preschool outperformed diabetic children who did receive such services. Findings support the need for targeted early intervention as preschool alone did not mitigate the effects of diabetes on academic performance.
Priscilla White studied
the treatment of diabetes in mothers, pregnant women, and
children during the twentieth century in the US. White began
working with children with Type 1 diabetes in 1924 at Elliott
Proctor Joslin’s practice in Boston, Massachusetts. Type 1
diabetes is an incurable…
Priscilla White studied
the treatment of diabetes in mothers, pregnant women, and
children during the twentieth century in the US. White began
working with children with Type 1 diabetes in 1924 at Elliott
Proctor Joslin’s practice in Boston, Massachusetts. Type 1
diabetes is an incurable disease where the pancreas produces
little to no insulin. Insulin is a hormone that allows the body
to use sugar from food for energy and store sugars for future
use. Joslin and White co-authored many publications on children
and diabetes, in 1952, White helped Joslin found the Joslin
Clinic. White noted that many of the children with whom she
worked when they became mothers they passed the disease on to
their children. Her research focused on diabetic pregnant women
and female children with diabetes. White implemented the
technique of delivering infants of diabetic women early, which
increased the survival rate of diabetic women’s infants.
