Недоношенный ребенок и оценка его возможностей для школьного обучения к 7-летнему возрасту (роль междисциплинарного подхода)

В  последние десятилетия  наблюдается  отчетливый  рост  числа  детей,  рожденных  глубоко  и экстремально  недоношенными без структурных органических поражений нервной системы. Всестороннее исследование и клинические наблюдения за этими  детьми  выявляют их  отличия от доношенных  сверстников, наиболее очевидные  к началу  школьного  обучения. В данной статье мы рассматриваем особенности когнитивной сферы, поведения и социализации этих детей, уделяя внимание ключевым биосоциальным факторам их развития, таким как долгосрочное влияние раннего неонатального периода на формирование мозговых структур и связей и «переустановку» нейрогуморальной системы, роль геномного полиморфизма, особую значимость благоприятного окружения для эмоционального благополучия и успеха этих детей среди сверстников. Знание и понимание специфики развития глубоконедоношенных детей, характерных рисков нарушения поведения и социальной дезадаптации представляет большую практическую значимость для междисциплинарной организации пролонгированного сопровождения этих детей в виде соответствующих медико-психолого-педагогических программ.

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