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Assessment of the executive functions of moderate preterm children in preschool age
C V G Coelho1, F Ribeiro1, A F Lopes2,3
1Universidade Católica Portuguesa, Institute of Health Sciences, Center for Interdisciplinary Research in Health, Portugal.
Insights
Children born very preterm (MPT) show poorer executive functions (EF) and more emotional problems compared to full-term peers. Early EF evaluation and intervention are crucial for MPT children to ensure equitable primary school readiness.
Area of Science:
- Developmental Psychology
- Neuroscience
- Pediatrics
Background:
- Preterm birth is associated with potential neurodevelopmental challenges.
- Executive functions (EF) are critical for academic and social success.
- Early identification of developmental delays is essential for timely intervention.
Purpose of the Study:
- To assess executive functions (EF) and socioemotional development in very preterm (MPT) preschoolers.
- To compare the EF and socioemotional outcomes of MPT children with full-term (FT) children.
- To inform early intervention strategies for preterm populations.
Main Methods:
- Employed a comparative design involving 30 MPT and 31 FT children aged 4-6 years.
- Utilized Digit Span and Corsi Block for Working Memory assessment.
- Assessed inhibitory control and cognitive flexibility using The Shape School Test and Go/No-Go tasks.
- Evaluated socioemotional development via the Strengths and Difficulties Questionnaire (SDQ).
Main Results:
- MPT preschoolers demonstrated significantly poorer working memory compared to FT peers.
- Impaired verbal inhibitory control and cognitive flexibility were observed in the MPT group.
- MPT children exhibited a higher prevalence of emotional problems.
- No safe gestational age threshold was identified to guarantee typical EF development.
Conclusions:
- Preterm birth, irrespective of gestational age, poses risks to executive function development.
- Early and comprehensive assessment of EF in preterm children is recommended.
- Proactive intervention planning is vital to mitigate developmental disadvantages and support school readiness for preterm children.
Abstract:
This study assesses EF and socioemotional development in 30 MPT children between 4 and 6 years, comparing them with 31 FT children. Working Memory was assessed with Digit Span and Corsi Block, verbal inhibitory control and cognitive flexibility with The Shape School Test, visuomotor inhibition with Go/No-Go and socioemotional development with SDQ for parents. In our study, MPT preschoolers had a poorer working memory, inhibitory control and verbal cognitive flexibility, and more emotional problems compared. Our results suggest that there is no safe gestational age in prematurity, for this reason, EF of preterm children should be evaluated at an early age, so early intervention plans can be implemented, preventing preterm from entering primary education in disadvantage.
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