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Developmental delay in moderately preterm-born children at school entry

Jorien M Kerstjens1, Andrea F de Winter, Inger F Bocca-Tjeertes

  • 1Division of Neonatology, Beatrix Children's Hospital, University Medical Center Groningen, Groningen, The Netherlands. j.m.kerstjens@bkk.umcg.nl

The Journal of Pediatrics
|February 18, 2011
PubMed

Insights

Moderate preterm infants show a 2-fold higher prevalence of developmental delay compared to full-term infants. Early preterm infants have double this risk, highlighting the impact of prematurity on preschool development.

Area of Science:

  • Pediatrics
  • Developmental Psychology
  • Neonatology

Background:

  • Premature birth, defined as delivery before 37 weeks of gestation, is a significant global health concern.
  • Infants born preterm are at increased risk for developmental delays and long-term health issues.
  • Understanding the specific risks associated with moderate preterm birth is crucial for early intervention.

Purpose of the Study:

  • To assess the prevalence and characteristics of developmental delay in moderate preterm infants at preschool age.
  • To compare developmental outcomes of moderate preterm infants with those born full-term and early preterm.
  • To identify factors associated with developmental delay in this population.

Main Methods:

  • A cohort study involving 927 moderate preterm infants (32-35 weeks), 512 early preterm infants (<32 weeks), and 544 full-term infants (38-41 weeks).
  • Parents completed the Ages and Stages Questionnaire (ASQ) for children aged 43-49 months.
  • Statistical analyses included rates of abnormal ASQ scores, odds ratios, and adjustments for socioeconomic status, sex, multiple birth, and small for gestational age status.

Main Results:

  • Abnormal ASQ scores were observed in 8.3% of moderate preterm, 4.2% of full-term, and 14.9% of early preterm infants.
  • Moderate preterm infants had 2.1 times the odds (95% CI, 1.3-3.4) and early preterm infants had 4.0 times the odds (95% CI, 2.4-6.5) of abnormal scores compared to full-term infants.
  • Both preterm groups showed more frequent delays in fine motor, communication, and personal-social functioning; early preterm infants also had delays in gross motor and problem-solving skills.

Conclusions:

  • Moderate preterm infants exhibit a 2-fold increased prevalence of developmental delay at preschool age compared to full-term infants.
  • Early preterm infants face a significantly higher risk, with a prevalence double that of moderate preterm infants.
  • Developmental delays in preterm infants are associated with socioeconomic status, small for gestational age status, and sex, particularly in moderate preterm infants.
Abstract

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