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Aim: Perinatal stroke is one of the main causes of hemiplegia and seizure disorder. This study aimed to analyse the clinical characteristics and outcomes of perinatal stroke in a cohort of Australian children for its early detection. Methods: A population‐based prospective longitudinal study on perinatal stroke up to 2 years of age, was conducted from 2017 to 2019. Results: Eighty‐seven children with perinatal stroke included 79% (69/87) acute and 21% (18/87) presumed perinatal stroke. Seventy‐four per cent (51/69) acute symptomatic perinatal strokes presented in the first 3 days of life and 78% (14/18) presumed perinatal strokes presented by 6 months of age. 62% had an arterial stroke, 29% had a venous stroke and 5% had a combined arterial and venous stroke. Unexpectedly, 35% (24/69) acute symptomatic perinatal stroke had only respiratory symptoms and 50% (9/18) presumed perinatal stroke were asymptomatic. The incidence of cerebral palsy was 29% (20/69) with acute symptomatic perinatal stroke and 72% (13/18) with presumed perinatal stroke. Conclusions: The first week of a child's life is the most critical period in terms of lifelong disability from perinatal stroke. Recognising diverse clinical presentations will ensure early diagnosis and timely intervention treatments. [ABSTRACT FROM AUTHOR]

Research concerning preschool teachers' constructions of early reading has potential to influence teachers' curricular decisions and classroom practice. Six preschool teachers in North Texas were interviewed in regard to what they think about early reading and how they develop these understandings or constructions. The systematic, inductive analysis led to the development of an overarching theme of the interdependent and relational nature of early reading influences. The preschool teachers' goals for students and instructional decisions indicated they held unique and evolving constructions of early reading from their childhood experiences that grounded their pedagogical practices.