Acceso usuarios
[1]
;
Pereira-Cerro, Alejandra
[1]
;
Barbancho-Morant, María Merced
[1]
;
Lanzarote-Fernández, María Dolores
[1]
Sevilla, España
Data on the behavioral development of preterm infants are inconclusive. The aim of this study was to explore behavioral development during preschool years, considering prematurity, measurement time, gender, and informant. This is a prospective longitudinal analytical observational study, with a sample of 98 parents and 98 teachers of children aged 4, 5, and 6 years with and without a history of prematurity, who were evaluated by the Child Behavior Checklist and Teacher’s Report Form. Parents and teachers of the preschoolers report average scores on all behavioral scales. We observed variability according to degree of prematurity, age, and informant. Teachers detected more attention difficulties in the very preterm group (VPTG) than in the born-at-term group at 4 years. Parents and teachers coincided in detecting greater withdrawal in the moderate and late preterm group (MTPG) compared to the born-at-term group and an increase in difficulties with increasing age. The General Linear Model revealed that moderate prematurity, the age of 6 years, and parental report have a greater risk of behavioral difficulties. The need for follow-up also in moderate preterm infants is emphasized, especially at 6 years of age and with multi-informants.
