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The first five years of development of children born pre-term

Y R Burns, T Souvlis, M I Bullock

    The Australian Journal of Physiotherapy
    |July 16, 2014
    PubMed

    Insights

    This study tracked preterm infants for five years, finding most followed normal development. Despite higher rates of some conditions, nearly all were school-ready, highlighting the need for regular developmental assessments.

    Area of Science:

    • Pediatrics
    • Developmental Psychology
    • Neonatal Care

    Background:

    • Preterm birth presents unique developmental challenges.
    • Longitudinal studies are crucial for understanding long-term outcomes in preterm infants.
    • Early developmental trajectories inform future health and educational needs.

    Purpose of the Study:

    • To investigate the developmental progress of preterm infants over the first five years of life.
    • To identify factors influencing development at school entry.
    • To establish the utility of regular developmental assessments.

    Main Methods:

    • A cohort of 136 surviving preterm infants (born ≥5 weeks early) was followed.
    • Regular developmental assessments were conducted throughout the pre-school years (over 82% participation).
    • Analysis focused on developmental sequences and predictive factors at age five.

    Main Results:

    • The majority of preterm infants followed a normal developmental sequence.
    • Higher incidences of cerebral palsy, speech difficulties, and minor motor incoordination were observed.
    • All but two children were developmentally ready for school entry, indicating significant resilience.
    • Predictive factors for five-year development varied with age, excluding some neurological signs.

    Conclusions:

    • Most preterm infants achieve typical developmental milestones and school readiness.
    • Early identification of developmental issues through regular assessments is vital.
    • Age-specific monitoring is essential for understanding and addressing challenges in preterm infant development.

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