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Cognitive, Behavioral and Socioemotional Development in a Cohort of Preterm Infants at School Age: A Cross-Sectional

Chiara Ionio1, Gianluca Lista2, Pierangelo Veggiotti3

  • 1CRIdee, Unità di Ricerca sul Trauma, Dipartimento di Psicologia, Università Cattolica, 20123 Milano, Italy.

Pediatric Reports
|March 24, 2022
PubMed

Insights

Children born preterm often face developmental challenges in school. This study reveals lasting cognitive and socioemotional difficulties in preterm survivors at ages five and seven.

Area of Science:

  • Developmental Psychology
  • Pediatric Medicine
  • Neuroscience

Background:

  • Over half of children surviving prematurity experience developmental delays.
  • Environmental demands increase at school age, exacerbating these challenges.

Purpose of the Study:

  • To investigate the long-term effects of preterm birth on cognitive, behavioral, and socioemotional development.
  • To assess developmental trajectories at ages five and seven in children born preterm.

Main Methods:

  • Longitudinal study of 185 children born preterm.
  • Assessment of cognitive functions including attention, working memory, and processing speed.
  • Evaluation of behavioral and socioemotional development, including emotion recognition.

Main Results:

  • Preterm survivors exhibited persistent weaknesses in attention, working memory, and processing speed at both ages five and seven.
  • Difficulties in correctly interpreting emotions were observed at both assessment ages.
  • Regression and moderation models identified significant correlations between preterm birth and developmental impairments.

Conclusions:

  • Children born preterm are at higher risk for cognitive and socioemotional impairments.
  • These developmental deficits can negatively impact a child's quality of life.
  • Early identification and intervention are crucial for preterm infants to mitigate long-term effects.

Keywords:
IQexecutive functionpreterm birthschool-agesocial competence

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