Very preterm born children at early school age: Healthcare therapies and educational provisions

Area of Science:

• Pediatrics
• Developmental Psychology
• Neuroscience

Background:

• Very preterm (VP) born children often experience motor and cognitive challenges.
• Early intervention is crucial for optimizing outcomes in this vulnerable population.
• Understanding the impact of support services is vital for guiding therapeutic strategies.

Purpose of the Study:

• To examine motor and cognitive development changes in very preterm children between ages five and six.
• To investigate the association between healthcare therapies, educational provisions, and developmental outcomes.
• To identify factors influencing the developmental trajectory of VP children.

Main Methods:

• A single-center observational cohort study followed 64 very preterm children from age five to six.
• Motor function was assessed using the Movement Assessment Battery for Children-2 (M-ABC-2).
• Cognitive function was evaluated using the Wechsler Preschool and Primary Scale of Intelligence (WPPSI-III-NL).
• Use of healthcare therapies and educational provisions was recorded at both time points.

Main Results:

• Children receiving healthcare therapies and/or educational provisions showed significant improvements in M-ABC-2 scores from age five to six.
• VP children without support maintained stable motor function scores within the average range.
• Intelligence quotient (IQ) scores remained consistent across both groups, irrespective of support.

Conclusions:

• Improvements in motor outcomes for very preterm children are linked to the utilization of healthcare therapies and educational support.
• Further research should focus on the efficacy of current interventions and the development of tailored support for the transition to primary education.
• Targeted interventions are essential to enhance the developmental trajectory of VP children.