Comparison of non verbal learning difficulties in preschoolers born preterm with the term born peers

Area of Science:

• Developmental Pediatrics
• Neuroscience
• Child Psychology

Background:

• Preterm birth is associated with potential developmental challenges.
• Nonverbal learning deficits (NVLD) can impact academic and social functioning.
• Understanding gestational age's influence is crucial for early intervention.

Purpose of the Study:

• To determine the incidence and characteristics of NVLD in preterm versus term-born preschoolers.
• To assess the impact of gestational age on cognitive, motor, language, and behavioral outcomes.
• To compare developmental trajectories between preterm and term infants.

Main Methods:

• A questionnaire screened children for prematurity and gathered relevant history.
• 100 moderately preterm and 100 term-born preschoolers were randomly selected.
• The First STEP screening test was administered to evaluate all participants.

Main Results:

• Significant differences were observed between preterm and control groups across all First STEP domains.
• A 10% incidence of NVLD was identified in preterm-born preschoolers.
• Preterm infants demonstrated altered cognitive, motor, language, and behavioral development.

Conclusions:

• Gestational age significantly influences cognitive, motor, behavioral, and academic performance in preschoolers.
• Preterm birth is associated with an increased incidence of NVLD compared to term birth.
• Early identification and support are vital for preterm infants at risk for developmental delays.