Social and emotional development of prematurely born children: State of the art

Abstract

The issues of social and emotional development of prematurely born children have been the focus of numerous international studies. Obviously, identifying the relationship between various factors and their possible impact is a key to building an effective strategy of nursing and further support of premature babies and their families. The article examines the research data accumulated over the past 20 years: data on social, emotional and behavioral functioning of premature babies at different age periods; data on the relationship of biological, environmental and socio-economic factors and their role in the development of psychopathology in prematurely born children; data on the impact of emotional and behavioral difficulties that prematurely born babies may have on school performance, social skills and general quality of life. The article features a review of the existing models and approaches to social and emotional development of premature babies and children born with extremely low body weight. It also discusses recent studies that describe tools and strategies used in different Western countries to encourage social and emotional development of premature babies.

It is noted that preschoolers born prematurely often show difficulties in emotional regulation and control of their reactions. This may be a precursor to future maladjustment, emotional and behavioral problems. Preterm preschoolers experience a range of subtle social difficulties that can adversely affect their ability to establish and maintain positive relationships with others. Thus, information on neonatal risk, executive function, and behavior in preschool facilities may be useful in identifying children in future need of more intensive educational intervention.