[Differences in Conflict-Based Play Behavior, Socio-Emotional and Cognitive Development of Preterm Children Compared
Katrin Künz1, Barbara Juen1, Anna Buchheim1
1Leopold-Franzens-Universität Innsbruck Innrain 52 6020 Innsbruck Österreich Leopold-Franzens-Universität Innsbruck.
Insights
Preterm children exhibit more interpersonal conflict and dysregulation in play narratives compared to full-term peers. While showing no overt behavioral disorders, preterm children had lower IQ scores, highlighting the need for ongoing clinical support.
Area of Science:
- Developmental Psychology
- Pediatrics
- Child Psychology
Background:
- Preterm children face higher risks for socio-emotional and cognitive developmental challenges.
- Preschool-aged preterm children may exhibit distinct socio-emotional competencies and conflict resolution skills.
Purpose of the Study:
- To compare conflict-based play behavior and socio-emotional development between preterm and full-term preschool children.
- To assess cognitive development in preterm versus full-term children at age five.
Main Methods:
- Utilized the MacArthur Story Stem Battery for play behavior analysis.
- Employed the Strengths and Difficulties Questionnaire for parental behavioral reports.
- Administered the Wechsler Preschool and Primary Scale of Intelligence - Third Edition for cognitive assessment.
Main Results:
- Parental reports showed no behavioral differences, but play narratives revealed increased interpersonal conflict and dysregulation themes in preterm children.
- No group differences were found in empathic, moral themes, or narrative coherence.
- Preterm children scored significantly lower on IQ tests; lower gestational age predicted lower IQ and higher hyperactivity/attention issues.
Conclusions:
- Preterm children may not display clinically manifest behavioral disorders but show differences in intrapsychic experience and cognitive development.
- Findings underscore the necessity for long-term clinical follow-up and tailored support for preterm children.
- Gestational age is a key factor influencing cognitive and behavioral outcomes in preterm individuals.
Abstract:
Differences in Conflict-Based Play Behavior, Socio-Emotional and Cognitive Development of Preterm Children Compared to Full-Term Children at Preschool Age Preterm children are at increased risk for socio-emotional and cognitive developmental difficulties at preschool age. This study investigates whether preterm children (n = 50) at the age of five years show different socio-emotional competencies in conflict situations and in the corresponding conflict resolution capacity in comparison to full-term children (n = 50). For this purpose, the MacArthur Story Stem Battery was used as the central examination method. In addition, parents completed the Strengths and Difficulties Questionnaire to obtain information about the children's behavior; moreover, the Wechsler Preschool and Primary Scale of Intelligence - Third Edition was applied to examine cognitive development. The parental reports did not reveal any behavioral differences between preterm and term children. However, significant group differences regarding their play behavior were detected. In their narratives, preterm children included content themes of interpersonal conflict and dysregulation more frequently compared to term born controls. Concerning empathic and moral themes and narrative coherence, no group difference could be detected. This could indicate that preterm children show no clinically manifest behavioral disorders at preschool age, but differences concerning intrapsychic experience compared to controls. In addition, preterm children had significantly lower IQ scores than term-born controls. Gestational age was a significant predictor of IQ and hyperactivity and attention problems. The results clarify the need for long term clinical follow up of preterm children and should be used to provide more specific care and support.
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