Psicologia: Teoria e Pesquisa
Print version ISSN 0102-3772
OLIVEIRA, Christyne Gomes Toledo de; ENUMO, Sônia Regina Fiorim; QUEIROZ, Sávio Silveira de and AZEVEDO JR, Romildo Rocha. Cognitive, linguistic, behavioral and academic indicators of preterm and full term born preschool children. Psic.: Teor. e Pesq. [online]. 2011, vol.27, n.3, pp. 283-290. ISSN 0102-3772. http://dx.doi.org/10.1590/S0102-37722011000300003.
This study compared the development of 5 years old premature and low weight born children, with full term born children of the same age. The following indicators were evaluated: academic (IAR), behavioral (CBCL-1½-5 years), language (LAVE-expressive, TVIP-receptive) and cognitive (Columbia, Raven-MPC and CATM). The sample consisted of 34 children: 17 premature and low weight born children (<37 weeks' gestation), and 17 full-term born children who weighed >2.500g as newborns. The premature children showed a lower performance on academic, expressive language, behavioral and cognitive areas (Columbia and CATM: cognitive operations and facilitating behaviors). The study confirmed other studies indicating that premature children can present more problems in the course of their development than full term born children.
Keywords : prematurity; cognitive performance; development risk factors.