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The social competence of very-low-birthweight children: teacher, peer, and self-perceptions
1School of Psychology, Queen's University of Belfast, Northern Ireland.
Insights
Very-low birthweight (VLBW) children show poorer social competence than normal birthweight (NBW) children. VLBW children reported higher sadness and social withdrawal, with lower social skills and peer acceptance.
Area of Science:
- Developmental Psychology
- Pediatrics
- Social-Emotional Learning
Background:
- Social competence in children born with very-low birthweight (VLBW) is understudied compared to intellectual outcomes.
- Understanding social differences is crucial for targeted interventions and support.
Purpose of the Study:
- To compare the social competence of school-aged very-low birthweight (VLBW) children with normal birthweight (NBW) children.
- To investigate differences in social maladjustment, social skill, and peer acceptance between VLBW and NBW groups.
Main Methods:
- A matched-pairs study comparing 183 VLBW children with 183 NBW children.
- Utilized multi-informant (teacher, peer, self) ratings for social competence assessment.
- Assessed social maladjustment, social skill, and peer acceptance across different social classes.
Main Results:
- VLBW children exhibited significantly higher sadness/unhappiness scores than NBW children, even when controlling for IQ.
- The VLBW group showed increased social withdrawal.
- VLBW children had lower scores for social skill and peer acceptance compared to NBW children.
Conclusions:
- VLBW children face social-emotional challenges impacting their school-age adjustment.
- These findings highlight the need to consider social competence in the developmental trajectory of VLBW individuals.
- Further research into antecedents and consequences of these social differences is warranted.
Abstract:
Whether very-low birthweight (VLBW less than or equal to 1500 gm) children differ from normal birthweight (NBW greater than 2500 gm) children with respect to social (as opposed to intellectual) competence has been a relatively neglected issue. The social competence at school age of 183 VLBW children was therefore compared with that of 183 NBW children born at the same hospital matched for age, gender, social class, parity, and maternal age. A multi-informant, multidefinitional approach to social competence was adopted involving teacher, (same-gender) peer, and self-ratings of the 366 children's levels of social maladjustment, social skill, and peer acceptance. VLBW children from the upper, middle, and lower social classes received significantly higher mean sadness/unhappiness scores (even with IQ covaried) than their NBW counterparts. Mean scores for the VLBW group were also higher for social withdrawal, and lower for both social skill and peer acceptance. Possible antecedents and consequences of such group differences in affect and sociability are suggested.