背景:早产率显着增加,重要的是要确定它的影响。这项研究的目的是确定一组早产儿童的精神运动发育概况,在4、5和6岁时,将它们与一组足月出生的孩子进行比较,以检测任何差异。
方法:样本由98名参与者组成,均匀分布成两组,早产和足月出生的孩子。一项前瞻性纵向观测分析研究,通过案例和控件的设计,进行了。对于一些分析,分离为早产早期,中度早产,并且考虑了提前期。使用儿童的麦卡锡能力和精神运动技能量表进行评估。
结果:数据显示中间区间内的成就。然而,在4岁的早产儿组中,发育困难更多,根据胎龄。与中度和晚期早产相比,早期早产(胎龄小于32周)得分显着降低,主要是在6年,和那些在学期出生的人一起,在4年和6年。
结论:在较低的胎龄下发育困难更大,并可能影响初等教育阶段。建议在学龄前阶段监测所有早产儿,以及评估更具体的技能,并继续接受专家团队的护理。
BACKGROUND: The rate of premature births has significantly increased, and it is important to determine its effects. The objective of this study is to determine the psychomotor development profile of a group of children born prematurely, at the age of 4, 5 and 6, and to compare them with a group of full-term birth children, in order to detect any differences.
METHODS: The sample consisted of 98 participants, evenly distributed into two groups, premature and full-term born children. A prospective longitudinal observational analytical study, with a design of cases and controls, was carried out. For some analyses, the separation into early pre-term, moderate pre-term, and late pre-term was considered. The evaluations were performed using the McCarthy Scale of Aptitudes and Psychomotor skills for children.
RESULTS: The data show achievements within the middle intervals. However, there are more difficulties in development at 4 years in the group of premature children, according to gestational age. Early pre-term (gestational age less than 32 weeks) showed significantly lower scores compared to moderate and late pre-term, mainly at 6 years, and with those born at term, at 4 and 6 years.
CONCLUSIONS: Development difficulties are greater at a lower gestational age, and may affect the Primary Education stage. The need to monitor all premature children in the preschool stage is suggested, as well as to evaluate more specific skills and continue with the care from specialist teams.