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Authors: Gabrielle P. Moots, H. Gerry Taylor, Mary Lauren M. Neel, Aryanne D. de Silva, Tyler A. Busch, Nathalie L. Maitre
Keywords: parent report, preschool readiness, preterm birth, social-emotional development
Abstract: Social-emotional development is a critical area of preschool readiness and a precursor to prosocial behavior and emotional awareness. Deficits in social-emotional functioning are associated with a delay in preschool readiness and poor long-term academic achievement. Little is known, however, about the effects of preterm birth on aspects of social-emotional development that are related to overall school readiness. In this study, 29 4-year-olds, with a gestational age <30 weeks, were compared to 25 full term controls on subscales assessing social-emotional development of the Conners Early Childhood Parent Assessment (Mood and Affect, Social Functioning, Atypical Social Behaviors, and Defiance/Temper). Parents of preterm children reported higher levels of concern regarding their children’s Mood and Affect, Social Functioning, and Atypical Social Behaviors, than the parents of the full term group (ts = -3.6 to -2.5, ps < .02). However, the group difference in Defiance/Temper was not significantly different for preterm children. These findings suggest that children with a gestational age <30 weeks exhibit deficits in social-emotional development compared to full term controls. Deficits in this area may suggest the need for interventions prior to school age to enhance social-emotional development in preterm children.