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Stability of Developmental Problems after School Entry of Moderately-Late Preterm and Early Preterm-Born Children

Jorijn Hornman1, Andrea F de Winter1, Jorien M Kerstjens2

  • 1Department of Health Sciences, University Medical Center Groningen, University of Groningen, Groningen, The Netherlands.

The Journal of Pediatrics
|June 14, 2017
PubMed

Insights

Developmental problems in moderately-late preterm children stabilize after school entry, similar to full-term peers. Early preterm children, however, show persistent and emerging issues, highlighting the need for ongoing support.

Area of Science:

  • Child Development
  • Neonatal Health
  • Developmental Pediatrics

Background:

  • Preterm birth is associated with developmental challenges.
  • Understanding developmental trajectories is crucial for early intervention.
  • Moderately-late preterm birth (32-36 weeks) requires specific attention regarding developmental outcomes.

Purpose of the Study:

  • To compare developmental problem stability in moderately-late preterm children versus early preterm and full-term children.
  • To assess developmental trajectories from age 4 to 5 years, encompassing pre- and post-school entry.
  • To identify specific developmental domains affected by preterm birth and their change over time.

Main Methods:

  • Longitudinal Preterm Outcome Project (LOLLIPOP) cohort study.
  • Inclusion of early preterm, moderately-late preterm, and full-term born children.
  • Ages and Stages Questionnaire (ASQ) total and domain scores at ages 4 and 5 years.
  • Categorization into consistently normal, emerging, resolving, and persistent problems.

Main Results:

  • Higher rates of abnormal ASQ scores at age 4 in early and moderately-late preterm groups compared to full-term.
  • Early preterm children exhibited significantly higher rates of persistent and emerging problems at age 5.
  • Moderately-late preterm children showed developmental stability comparable to full-term peers after school entry.

Conclusions:

  • Developmental outcomes for moderately-late preterm children stabilize post-school entry, mirroring full-term children.
  • Early preterm children face ongoing developmental challenges, with higher rates of persistent and emerging problems.
  • While both preterm groups show motor and communication issues, moderately-late preterm children experience these at lower rates.
Abstract

Keywords:
changecognitionearly pretermlate pretermmaturationmoderately pretermmotorneurodevelopmentpersistencepredictive valuepreterm

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