Behavioural differences of school-age children who were small-for-dates babies
Insights
Children small for gestational age (SFD) exhibit quieter, less active behavior and appear less developed. Mothers of SFD children actively engage and teach them, compensating for developmental delays.
Area of Science:
- Developmental Psychology
- Pediatric Neurology
Background:
- Small for gestational age (SFD) is a condition affecting children's growth.
- Intrauterine growth restriction can impact neurodevelopment.
Purpose of the Study:
- To compare the behavior of children small for gestational age (SFD) with normal birthweight controls.
- To observe developmental differences and maternal interaction in SFD children.
Main Methods:
- Behavioral observation of 21 SFD children (aged 5-9) and 21 matched controls using video-cameras.
- Assessment of intrauterine head growth via ultrasonography before 35 weeks gestation.
Main Results:
- SFD children displayed significantly quieter, more compliant, and less active behavior compared to controls.
- Play behavior in SFD children suggested delayed developmental progression.
- Mothers of SFD children demonstrated compensatory teaching and interaction strategies.
Conclusions:
- Children small for gestational age (SFD) may present with behavioral and developmental differences.
- Maternal engagement plays a crucial role in supporting the development of SFD children.
Abstract:
Twenty-one children aged between five and nine years who were small for gestational age (SFD) at birth and whose intra-uterine head growth was shown by ultrasonography to be slowing before 35 weeks were observed in a special room, using video-cameras. Their behaviour was compared with that of 21 matched control children who had had normal birthweight. The children in the SFD group were quieter, more compliant and less active than the control group, and their play behaviour suggested that they were less advanced developmentally. The behaviour of the mothers of the SFD group showed that they were aware of their child's problems and tried to compensate for it by teaching the child while they were waiting for the observational session to start, by sitting closer to the child during a drawing test, and by using more words to explain it.
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