An Exploration of Reception Teachers’ Knowledge of the Impact of Preterm Birth on Children’s Learning and Development and Their Perception of How This Knowledge Influences Their Pedagogy and Classroom Practice

Abstract

Background: Instances of preterm birth and the survival of babies following preterm birth have increased over the past 20 years due to developments in fertility and neonatal medicine. In the next ten years there will be between two and three preterm children in every Reception classroom. Children born preterm are more likely to have special educational needs. While primary school teachers have been shown to have a lack of knowledge about the potential impact of preterm birth on children’s learning and development, there is a lack of specific evidence regarding Reception teachers’ knowledge of the potential implications of preterm birth. Evidence shows that early intervention can support preterm children in the classroom demonstrating the importance of Reception teachers’ knowledge and understanding as they are often the first teachers these children will meet on entering formal education.
Aim: To explore Reception teachers' knowledge and understanding of the potential implications of preterm birth on children’s learning and development, and to explore their perceptions of how this knowledge affects their pedagogical beliefs and classroom practice.
Design: A pragmatic, explanatory, sequential, mixed methods design involving an online survey collecting quantitative data using the Preterm Birth Knowledge Scale (PB-KS) and qualitative data in open questions. (Phase 1) and qualitative data collected through semi-structured interviews (Phase 2), collected between 06/2020 and 01/2021.
Participants: A convenience sample of 196 Reception class teachers from primary schools across the United Kingdom (phase 1) and a purposeful sub-sample of 17 Reception teachers (phase 2).
Findings: Three key themes were identified from the integrated findings. Theme 1 Reception teachers’ knowledge of Learners: Reception teachers reported a lack of knowledge regarding the potential implications of preterm birth with a mean PB-KS score of 13/33 (SD=7.47). Birthing history information was reported as not received by 54% (n=96) of Reception teachers. Where information regarding a child’s preterm birth was received, it generally came from parents. Only 11% (n=22) received training on preterm birth, with many citing personal experiences of preterm birth as their main source of knowledge. Reception teachers called for greater access to birth history information and training on preterm birth. Theme 2 Pedagogical beliefs and classroom practice: qualitative responses highlighted that Reception teachers have strong pedagogical beliefs based on understanding the individual needs of each child. Lack of birthing history and knowledge of the potential impact of preterm birth was reported as hampering teachers’ classroom practice in meeting children’s needs. Theme 3 Pragmatic approach: Reception teachers employed a pragmatic approach when supporting children born preterm in the classroom by valuing knowledge and information which helped provide solutions and increase outcomes for each individual child.
Original Contribution to Knowledge: Methodologically, this is the first mixed methods study to investigate what Reception teachers know about the potential impact of preterm birth on a child’s learning and development and explore teacher’s perceptions of how their knowledge influences their pedagogical beliefs and classroom practice. Theoretically, this study contributes to new knowledge with the presentation of a conceptual model which draws upon Shulman's work to explain how Reception teachers’ gain knowledge about preterm birth and how their understanding of the potential implications of preterm birth may influence their pedagogical beliefs and classroom practice. The model also demonstrates how Reception teachers describe using a pragmatic approach when supporting children born preterm within the classroom.

Date of Award	23 May 2025
Original language	English
Awarding Institution	Edge Hill University
Supervisor	LUCY BRAY (Supervisor) & KATHERINE KNIGHTING (Director of Studies)