Buy (150 RUB)
|Generate QR code
Open Access
Subscription or Fee Access
Premature children and assessment of their capability for school education by 7 years of age (the role of interdisciplinary approach
https://doi.org/10.21508/1027-4065-2022-67-6-7-13
Abstract
In recent decades, there has been a distinct increase in the number of deeply and extremely preterm children without structural organic lesions of the nervous system. A comprehensive study and clinical observations of these children reveal their differences from full-term peers, becoming the most obvious by the beginning of schooling. In this article, we consider the cognitive, behavioral, and socializing features of these children, paying attention to key biosocial factors of their development, such as the long-term influence of the early neonatal period on the formation of brain structures and connections and the «resetting» of the neurohumoral system, the role of genomic polymorphism, the special importance of a favorable environment for the emotional well-being and success of these children among their peers. Knowledge and understanding of extremely preterm infants’ specific development, typical risks of behavioral disorders and social disfavor is of great practical importance for prolonged interdisciplinary follow-up — in the form of appropriate medical, educational, and psychological programs.
About the Authors
E. S. Keshishyan
Veltischev Research and Clinical Institute for Pediatrics of the Pirogov Russian National Research Medical University
Russian Federation
Russian Federation
Moscow
M. I. Ziborova
Veltischev Research and Clinical Institute for Pediatrics of the Pirogov Russian National Research Medical University
Russian Federation
Russian Federation
Moscow
E. S. Sakharova
Veltischev Research and Clinical Institute for Pediatrics of the Pirogov Russian National Research Medical University
Russian Federation
Russian Federation
Moscow
References
1. Keshishyan E.S., Sakharova E.S., Alyamovskaya G.A. Modern forms of organization of medical and preventive support of premature infants in Russian Federation. Rossiyskiy Vestnik Perinatologii i Pediatrii 2017; 62(5): 6–15. (in Russ.) DOI: org/10.21508/1027–4065–2017–62–5
2. Keshishyan E.S., Sakharova E.S., Alyamovskaya G.A. Evaluation of the psychomotor development of ayoung child in the practice of apediatrician. Moskva: GJeOTAR-Media, 2020; 104. (in Russ.)
3. Ziborova M., Keshishyan E., Sakharova E. et al. Delayed neurodevelopmental outcomes in pre-/early schoolaged VPT/VLBW children. Is there a need for modification of VPT/VLBW children follow-up in pre-/early schoolage? XXIV European congress in Perinatal Medicine. Florence, 4.06–7.06, 2014; https:// www.eiseverywhere.com/file_uploads/b2c17f3fab4b6da3c0bbf-9097b72c1cc_ECPM14-WEB-FinalProgram_def.pdf
4. O’Nions E., Wolke D., Johnson S., Kennedy E. Preterm birth: Educational and mental health outcomes. Clin Child Psychol Psychiatry 2021; 26(3): 750–759. DOI: 10.1177/13591045211006754
5. Brummelte S., Chau C.M., Cepeda I.L., Degenhardt A., Weinberg J., Synnes A.R., Grunau R.E. Cortisol levels in former preterm children at school age are predicted by neonatal procedural painrelated stress. Psychoneuroendocrinology 2015; 51: 151–163. DOI: 10.1016/j.psyneuen.2014.09.018
6. Volpe J.J. Brain injury in premature infants: a complex amalgam of destructive and developmental disturbances. Lancet Neurol 2009; 8(1): 110–124. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2707149/
7. Volpe J.J. Dysmaturation of Premature Brain: Importance, Cellular Mechanisms, and Potential Interventions. Pediatr Neurol 2019; 95: 42–66. DOI: 10.1016/S1474–4422(08)70294–1
8. Hedderich D.M., Bäuml J. G., Menegaux A., Avram M., Daamen M., Zimmer C. et al. An analysis of MRI derived cortical complexity in premature-born adults: Regional patterns, risk factors, and potential significance. NeuroImage 2020; 208: 116438. DOI: 10.1016/j.neuroimage.2019.116438
9. El-Metwally D.E., Medina A.E. The potential effects of NICU environment and multisensory stimulation in prematurity. Pediatr Res 2020; 88(2): 161–162. DOI: 10.1038/s41390–019–0738–4
10. Wickremasinghe A.C., Rogers E.E., Johnson B.C., Shen A., Barkovich A.J., Marco E.J. Children born prematurely have atypical sensory profiles. J Perinatol 2013; 33(8): 631–635. DOI: 10.1038/jp.2013.12
11. Duerden E.G., Mclean M.A., Chau C., Guo T., Mackay M., Chau V. et al. Neonatal pain, thalamic development and sensory processing behaviour in children born very preterm. Early Hum Dev 2022; 170: 105617. DOI: 10.1016/j.earlhumdev.2022.10561
12. Lowe J.R., Fuller J.F., Do B.T., Vohr B.R., Das A., Hintz S.R. et al. Behavioral problems are associated with cognitive and language scores in toddlers born extremely preterm. Early Hum Dev 2019; 128: 48–54. DOI: 10.1016/j.earlhumdev.2018.11.007
13. Chau C.M., Cepeda I.L., Devlin A.M., Weinberg J., Grunau R.E. The Val66Met brain-derived neurotrophic factor gene variant interacts with early pain exposure to predict cortisoldysregulation in 7-year-old children born very preterm: Implications for cognition. Neuroscience 2017; 342: 188–199. DOI: 10.1016/j.neuroscience.2015.08.044
14. Allotey J., Zamora J., Cheong-See F., Kalidindi M., Arroyo-Manzano D., Asztalos E. et al. Cognitive, motor, behavioural and academic performances of children born preterm: A metaanalysis and systematic review involving 64 061 children. BJOG 2018; 125(1): 16–25. DOI: 10.1111/1471–0528.14832
15. Eves R., von Mühlenen A., Mendonça M., Johnson S., O’Reilly H., Bartmann P. et al. The role of executive and general cognitive functioning in the attention problems of very and extremely preterm adults. J Dev Behav Pediatr 2020; 41(6): 461–469. DOI: 10.1097/DBP.0000000000000806
16. Twilhaar E.S., Wade R.M., de Kieviet J.F., van Goudoever J.B., van Elburg R.M., Oosterlaan J. Cognitive outcomes of children born extremely or very preterm since the 1990s and associated risk factors. JAMA Pediatrics 2018; 172(4): 361–367. DOI: 10.1001/jamapediatrics.2017.5323
17. Alterman N., Johnson S., Carson C., Petrou S., Rivero-Arias O., Kurinczuk J.J. et al. Gestational age at birth and child special educational needs: a UK representative birth cohort study. Arch Dis Child 2021; 106(9): 842–848. DOI: 10.1136/archdischild-2020–320213
18. MacKay D.F., Smith G.C., Dobbie R., Pell J.P. Gestational age at delivery and special educational need: retrospective cohort study of 407,503 schoolchildren. PLoS Med 2010; 7(6): e1000289. DOI: 10.1371/journal.pmed.1000289
19. Brydges C.R., French N., Landes J.K., Reid C.L., Campbell C., Anderson M. Cognitive outcomes in children and adolescents born very preterm: A metaanalysis. Dev Med Child Neurol 2018; 60(5): 452–468. DOI: 10.1111/dmcn.13685
20. Breeman L.D., Jaekel J., Baumann N., Bartmann P., Wolke D. Preterm cognitive function into adulthood. Pediatrics 2015; 136(3): 415–423. DOI: 10.1542/peds.2015–0608
21. Švandová L., Ptáček R., Vnuková M., Ptáčková H., Anders M., Bob P. et al. Cognitive and Socioemotional Development at 5 and 9 Years of Age of Children Born with Very Low Birth Weight and Extremely Low Birth Weight in the Czech Republic. Med Sci Monit 2022; 28: e935784. DOI: 10.12659/MSM.935784
22. Kerr-Wilson C.O., Mackay D.F., Smith G.C., Pell J.P. Metaanalysis of the association between preterm delivery and intelligence. J Public Health (Oxf) 2012; 34(2): 209–216. DOI: 10.1093/pubmed/fdr024
23. Bhutta A.T., Cleves M.A., Casey P.H., Cradock M.M., Anand K.J. Cognitive and behavioral outcomes of schoolaged children who were born preterm: a metaanalysis. JAMA 2002; 288(6): 728–737. DOI: 10.1001/jama.288.6.728
24. Johnson S., Marlow N. Preterm birth and childhood psychiatric disorders. Pediatr Res 2011; 69(5Pt2): 11R-8R. DOI: 10.1203/PDR.0b013e318212faa0
25. Briggs-Gowan M.J., Carter A.S. Social-emotional screening status in early childhood predicts elementary school outcomes. Pediatrics 2008; 121(5): 957–962. DOI: 10.1542/peds.2007–1948
26. Johnson S., Hollis C., Kochhar P., Hennessy E., Wolke D., Marlow N. Psychiatric disorders in extremely preterm children: longitudinal finding at age 11 years in the EPICure study. J Am Acad Child Adolesc Psychiatry 2010; 49(5): 453–463
27. Wolke D., Baumann N., Strauss V., Johnson S., Marlow N. Bullying of preterm children and emotional problems at school age: Cross-culturally invariant effects. J Pediatr 2015; 166(6): 1417–1422. DOI: 10.1016/j.jpeds.2015.02.055
28. Happé F., Frith U. Annual research review: Towards a developmental neuroscience of atypical social cognition. J Child Psychol Psychiatry 2014; 55(6): 553–557. DOI: 10.1111/jcpp.12162
29. Karmiloff-Smith A., D’Souza D., Dekker T.M., Van Herwegen J., Xu F., Rodic M., Ansari D. Genetic and environmental vulnerabilities in children with neurodevelopmental disorders. Proc Natl Acad Sci USA 2012; 109 (Suppl 2): 17261–17265. DOI: 10.1073/pnas.1121087109
30. Vinall J., Grunau R.E. Impact of repeated procedural pain-related stress in infants born very preterm. Pediatr Res 2014; 75(5): 584–587. DOI: 10.1038/pr.2014.16
Review
For citations:
Keshishyan E.S., Ziborova M.I., Sakharova E.S. Premature children and assessment of their capability for school education by 7 years of age (the role of interdisciplinary approach. Rossiyskiy Vestnik Perinatologii i Pediatrii (Russian Bulletin of Perinatology and Pediatrics). 2022;67(6):7-13. (In Russ.) https://doi.org/10.21508/1027-4065-2022-67-6-7-13
Views:
522
Email this article 