Cognitive, Behavioral and Socioemotional Development in a Cohort of Preterm Infants at School Age: A Cross-Sectional Study.
IQ
executive function
preterm birth
school-age
social competence
Journal
Pediatric reports
ISSN: 2036-749X
Titre abrégé: Pediatr Rep
Pays: Switzerland
ID NLM: 101551542
Informations de publication
Date de publication:
04 Mar 2022
04 Mar 2022
Historique:
received:
19
12
2021
revised:
26
02
2022
accepted:
01
03
2022
entrez:
24
3
2022
pubmed:
25
3
2022
medline:
25
3
2022
Statut:
epublish
Résumé
More than 50% of children who survive prematurity have an atypical course of development at school age, as environmental demands become more demanding. This study examines the effects of preterm birth on the cognitive, behavioral and socioemotional development of 185 children at ages five and seven years. Weaknesses were found in attention, working memory, processing speed and the ability to correctly interpret emotions at both ages five and seven. Significant correlations were found in regression and moderation models. These findings suggest that school-age children who were preterm infants are at increased risk of exhibiting impairments in several developmental domains that may affect their overall quality of life.
Identifiants
pubmed: 35324820
pii: pediatric14010017
doi: 10.3390/pediatric14010017
pmc: PMC8948701
doi:
Types de publication
Journal Article
Langues
eng
Pagination
115-126Références
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