ABSTRACT
AIM: The Center for Disease Control's (CDC) Adverse Childhood Experiences (ACEs) have been associated with adverse health consequences in adults and children, but less is known about any association between ACE and early learning skills. We investigated the relationship between ACEs and objective preschool measures of skills using the Growing up In New Zealand (GUiNZ) cohort study (n=5,562; 2009-2015). METHODS: We mapped standard ACE definitions to GUiNZ to determine the prevalence of ACEs. We performed regression analysis to investigate the association between ACEs and a range of outcome measures, including counting up to 10, counting down from 10, letter recognition, affective knowledge, name writing, number writing and delayed gratification. RESULTS: Before entering primary school, 52.8% of GUiNZ children experienced at least one ACE. We found a dose-response relationship with seven of the eight tests. For example, after statistically adjusting for multiple potential confounders, for each one additional ACE, children were 1.12 times more likely to be unable to count up from 1-10 (95% Confidence Interval 1.04-1.19). CONCLUSIONS: Awareness of the negative impact of ACEs on school readiness should aid in the development and prioritisation of prevention strategies to reduce the occurrence and impact of ACEs in children.
