Prematurity and Language Developmental Outcomes in Preschool Age

Abstract

Global progress in child survival and health cannot be achieved without addressing preterm birth, because every year an estimated 15 million babies are born preterm. Over 1 million children die each year due to complications of preterm birth. Complications highly associated with prematurity include acute respiratory, gastrointestinal, immunologic, central nervous system, as well as longer-term motor, cognitive, behavioral, social-emotional, health, growth and language problems.  The aim of the study was assessment of language skills at school aged children born premature and identification of risk factors affecting language development outcomes. Case-control retrospective study was conducted in Child Developmental Center of M. Iashvili Children’s Central Hospital (Georgia, Tbilisi).We evaluate language skills in 72+3 months old children (n=134). Children were divided into study (n=80) and control (n=54) groups. Groups were homogenous based on child age, gender, maternal health, maternal education, household income, family structure. Statistical analysis was based on SPSS 20. The difference in language development assessment among the full-term and late preterm children shows low correlation and is not significant (Cramer’s V is 0,118; Pearson Chi-square data 0,098 (p>0,05). While the language assessment data in early and moderate preterm group compared to term infants show significant difference (Cramer’s V is 0,354, Pearson Chi-square data 0,004). Statistical analysis show medium correlation, value (p<0,05), which tell us, that language development is a significantly associated with gestational age. So, small gestational age is correlated with language development problems. Early detection of minimal delays and starting early intervention services can improve developmental outcomes of preterm children. High-quality and stable child care is important for all infants, but especially to those who may be at risk of prematurity.