Developmental Outcomes of Late Preterm Infants From Infancy to Kindergarten

Abstract

To compare developmental outcomes of late preterm infants (34-36 weeks' gestation) with infants born at early term (37-38 weeks' gestation) and term (39-41 weeks' gestation), from infancy through kindergarten. METHODS:Sample included 1000 late preterm, 1800 early term, and 3200 term infants ascertained from the Early Childhood Longitudinal Study, Birth Cohort. Direct assessments of development were performed at 9 and 24 months by using the Bayley Short FormResearch Edition T-scores and at preschool and kindergarten using the Early Childhood Longitudinal Study, Birth Cohort reading and mathematics θ scores. Maternal and infant characteristics were obtained from birth certificate data and parent questionnaires. After controlling for covariates, we compared mean developmental outcomes between late preterm and full-term groups in serial cross-sectional analyses at each timepoint using multilinear regression, with pairwise comparisons testing for group differences by gestational age categories. RESULTS:With covariates controlled at all timepoints, at 9 months late preterm infants demonstrated less optimal developmental outcomes (T = 47.31) compared with infants born early term (T = 49.12) and term (T = 50.09) (P < .0001). This association was not seen at 24 months, (P = .66) but reemerged at preschool. Late preterm infants demonstrated less optimal scores in preschool reading (P = .0006), preschool mathematics (P = .0014), and kindergarten reading (P = .0007) compared with infants born at term gestation. CONCLUSIONS:Although late preterm infants demonstrate comparable developmental outcomes to full-term infants (early term and full-term gestation) at 24 months, they demonstrate less optimal reading outcomes at preschool and kindergarten timepoints. Ongoing developmental surveillance for late preterm infants is warranted into preschool and kindergarten.

Long‐term cognition and behavior in children born at early term gestation: A systematic review

“…Some studies assessed more than one outcome and are included in several tables. The studies were carried out in Europe, the USA, Australia, Canada, Hong Kong, Bangladesh and Japan . Thirty‐six studies were population‐based studies, three were national multicenter studies and three were single‐center studies .…”

“…The studies were carried out in Europe, the USA, Australia, Canada, Hong Kong, Bangladesh and Japan . Thirty‐six studies were population‐based studies, three were national multicenter studies and three were single‐center studies . All the included studies were observational: 41 studies were cohort studies and one was a case‐control study .…”

“…Thirty‐six studies were population‐based studies, three were national multicenter studies and three were single‐center studies . All the included studies were observational: 41 studies were cohort studies and one was a case‐control study . The studies were published between 2006 and 2018.…”

“…Twenty studies compared children born early term and children born full term with respect to later cognitive ability (Table ) …”

“…Thirteen studies assessed general cognitive ability in childhood . One large population‐based study (n = 1 074 292) that adjusted for mode of delivery, showed a 39% increased risk of being diagnosed with intellectual disability among early‐term children .…”