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However, information on long\u2010term outcomes of these children, especially in domains relevant to science, technology, engineering, and math (STEM) remains limited. In the current review, our goal is to address the existing research on cognitive development of children with pre\u2010 or perinatal focal brain lesion (PL) as it relates to children's STEM\u2010related skills and suggest future work that could shed further light on the developmental trajectories of children with PL. We argue that examining STEM\u2010related development in children with PL will have broader implications for our understanding of the nature of the plasticity children with PL exhibit as well as address theoretical questions in the field regarding the foundation skills for STEM, including visuospatial and mathematical skills.<\/jats:p>","DOI":"10.1002\/dev.21847","type":"journal-article","created":{"date-parts":[[2019,4,3]],"date-time":"2019-04-03T14:41:23Z","timestamp":1554302483000},"page":"477-490","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":2,"title":["New insights from children with early focal brain injury: Lessons to be learned from examining STEM\u2010related skills"],"prefix":"10.1002","volume":"61","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-8506-0250","authenticated-orcid":false,"given":"\u00d6. 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