title: Commentary on "Kindergarten classroom functioning of extremely preterm/extremely low birth weight children" or "Leaving no child behind: promoting educational success for preterm survivors".
abstract: OBJECTIVE
  Our purpose was to discuss the supports required at school entry for children with extreme prematurity.
  
  
  METHODS
  We commented on the kindergarten classroom functioning and the importance of providing structure and supports to ensure school-entry learning success.
  
  
  RESULTS
  Kindergarten readiness is a multidimensional construct that integrates physical, developmental, behavioral, social-emotional, and adaptive skills necessary for learning in groups. Key components that predict classroom functioning include attention and executive function skills.
  
  
  CONCLUSIONS
  Extremely preterm survivors as well as other critically ill neonates require proactive supports by informed educators.
authors.affiliation: University of Chicago Comer Children's Hospital, Joseph P. Kennedy Research Center on Intellectual and Developmental Disabilities, Center for Developmental and Behavioral Pediatrics, Chicago, IL 60637, USA. Electronic address: mmsall@peds.bsd.uchicago.edu.
authors.forename: Michael E
authors.initials: ME
authors.lastname: Msall
mesh_terms: D001288:Attention; D002657:Child Development; D056344:Executive Function; D005260:Female; D006801:Humans; D052577:Infant, Extremely Low Birth Weight / Q000523:psychology*; D008297:Male; D012574:Schools
keywords: Classroom supports; Extreme prematurity; Neurodevelopmental outcomes; School readiness