Functionality of children aged 5 to 7 years born prematurely

Abstract

Introduction: Preterm birth is one of several risk factors that can compromise child growth and development. Objective: Evaluate the functionality of 5 to 7-year-old schoolchildren born prematurely and compare them to children born full-term. Methods: This was a cross-sectional study with 110 children divided into 2 groups (55 in the preterm group - PTG; 55 in the full-term group - FTG). Sociodemographic data were collected of the families and children and the families were economically classified according to the Brazilian Economic Classification Criteria - CCEB (Brazilian Association of Market Research Companies - ABEP) Functionality was assessed using the Pediatric Evaluation of Disability Inventory (PEDI). Results: With respect to the descriptive variables, significant differences were observed for gestational age (p < 0.001), birth weight (p < 0.001), complications during the perinatal period (p < 0.001), current diseases (p = 0.010) and schooling level of the child (p = 0.023). In regard to functionality, on the Caregiver Assistance scale, a significant difference was recorded for mobility (p = 0.009). Conclusion: The results of this study demonstrate that 5 to 7-year-old schoolchildren born prematurely showed no differences in functional skills when compared to full-term children. However, the caregivers of preterm children provide greater mobility assistance compared to those caring for full-term children.

Environmental and personal factors that explain functional abilities and caregiver assistance on children aged 6 to 18 months: a cross-sectional study

“…There are several studies examining the factors that can influence child development [9][10][11] . However, the literature on the acquisition of functional skills and caregiver assistance is scarce and mainly focused on children with atypical development [18][19][20] . The child's age was a personal factor while attending daycare and breastfeeding duration were environmental factors that explained the acquisition of functional skills.…”

Recursos ambientais, tipos de brinquedos e práticas familiares que potencializam o desenvolvimento cognitivo infantil

“…Em seguida é gerado um escore geral que varia de 0 a 100 pontos que, por fim, classifica o nível socioeconômico da família em uma escala ordinal crescente que varia de E a A1 (21) . Para fins de análise as classes foram categorizadas em dois grupos: nível socioeconômico alto "A, B, C1" e nível socioeconômico baixo em "C2, D, E" (22) .…”