An examination of the developmental and behavioural wellbeing of children starting school in Tāmaki

Abstract

Aim: To determine the prevalence of developmental and behaviour needs in new entrants in the multi-cultural community of Tāmaki. Methods: A systematic review of the published literature was conducted to determine the prevalence of developmental and behavioural needs of pre-school and new entrant children in New Zealand, the assessment tools used and any issues with administration of the tools. A cross-sectional observational study was conducted in Tāmaki, Auckland over a 12-month period: May 2016 – May 2017. Participants were 101 children aged 5 years who were attending one of the 9 primary schools in Tāmaki. Ethnicity distribution: 25% Māori, 27% Tongan, 19% Samoan, 13% Cook Island Māori, and 16% New Zealand European/Other. Standardised developmental and behavioural surveillance and screening tools were administered which included: Parents’ Evaluation of Developmental Status (PEDS), Ages and Stages Questionnaire (ASQ), Strengths and Difficulties Questionnaire (SDQ-Parent) and Ages and Stages Social and Emotional Questionnaire (ASQ: SE). Three of the assessment tools were parent reported and one tool was administered with the child and parent. Findings: The systematic review found a small number of studies reporting the prevalence of developmental and behavioural needs of preschool and new entrant children in New Zealand. The majority of studies used standardised assessment tools. However, very few studies commented on issues with administration or interpretation of the tools. Twenty-four percent of parents reported developmental concerns (PEDS pathway A). 18% of children had 2 or more abnormal domains on the ASQ, and 64% had at least 1 abnormal result. The most common abnormal domain was communication: present in 55% of children. Behaviour problems using the ASQ:SE were identified in 5% of the chidren and 17% with the SDQ. All of these children had borderline or abnormal communication scores. Very few children had received early intervention or were under child health services for their development and/or behaviour prior to school entry. Conclusion: Children starting school in Tāmaki have a high level of developmental concerns which have not been identified by the B4SC, GP’s, parents or Early Childhood Education Centre (ECEC) providers prior to school entry. Further research is required to understand why current mechanisms are not identifying these children early allowing early intervention prior to school entry.