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Developmental Outcomes of Late Preterm Infants From Infancy to Kindergarten

Prachi Shah1, Niko Kaciroti2, Blair Richards2

  • 1Division of Developmental Behavioral Pediatrics, Department of Pediatrics, School of Medicine, Center for Human Growth and Development, and prachis@umich.edu.

Pediatrics
|July 27, 2016
PubMed

Insights

Late preterm infants show developmental delays in early infancy and later in preschool and kindergarten reading, though outcomes are comparable at 24 months. Continued monitoring of late preterm infants is recommended.

Area of Science:

  • Developmental pediatrics
  • Neonatal research
  • Child psychology

Background:

  • Late preterm infants (34-36 weeks' gestation) may face developmental challenges compared to early term (37-38 weeks) and full term (39-41 weeks) infants.
  • Understanding long-term developmental trajectories is crucial for this population.

Purpose of the Study:

  • To compare developmental outcomes of late preterm infants with early term and full-term infants from infancy through kindergarten.
  • To identify potential developmental disparities in specific domains and timepoints.

Main Methods:

  • Utilized data from the Early Childhood Longitudinal Study, Birth Cohort, including 1000 late preterm, 1800 early term, and 3200 term infants.
  • Assessed development at 9 and 24 months using Bayley Scales and at preschool/kindergarten using ECLS-B reading and math scores.
  • Employed multilinear regression to compare outcomes between groups, controlling for covariates.

Main Results:

  • Late preterm infants had significantly lower developmental scores at 9 months compared to early term and term infants (P < .0001).
  • No significant differences were observed at 24 months (P = .66).
  • Late preterm infants showed poorer performance in preschool reading (P = .0006), preschool math (P = .0014), and kindergarten reading (P = .0007) compared to term infants.

Conclusions:

  • Late preterm infants' developmental outcomes are comparable to full-term infants at 24 months but lag in reading at preschool and kindergarten.
  • Ongoing developmental surveillance is essential for late preterm infants through their early school years.
Abstract

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