Comparison of Language Development, Emotional and Behavioral Problems, Parental Attitude Characteristics, Parental Stress Level and Related Factors in Preschool Period, Between Preterm and Term-Born Children

Abstract

Objective: We aimed to investigate language development, emotional and behavioral problems, parental attitudes, parental stress levels, and related factors in preschool period between children who were born preterm and term. Material and Methods: We included 176 children, of whom 90 were born preterm and 86 term, and their mothers. Mothers filled out the sociodemographic data form, Child Adjustment and Parent Efficacy Scale (CAPES-TR), Parenting Stress Index-Short Form (PSI-SF), and Parenting Styles and Dimensions Questionnaire – Short Version (PSDQ) scales. Denver II Developmental Screening Test (DDST) and Test of Early Language Development - Third Edition (TELD-3) were applied to children. Results: The mean age was 37.97±3.62 months for the preterm children, and 38.77±3.28 months for the term children. The scores of preterm children were lower in the TELD-3 subtests. The rates of children with abnormal development regarding personal social development and language development were significantly higher in preterm children (p=0.007 for personal social development and <0.001 for language development, respectively). CAPES-TR emotional and behavioral problems scores were higher in preterm children. CAPES-TR Parental Self-Efficacy Subscale was lower in preterm children (p<0.001). PSI-SF total score and PSDQ permissive parenting subscale score were higher in mothers of preterm children (p=0.005 and p<0.001, respectively).The preterm-born children were more commonly diagnosed with language disorder and global developmental delay (p=0.006 and p=0.019, respectively). A positive correlation was found between the week of birth, maternal education level and monthly income level and TELD-3 scores, DENVER personal social and language development level (p<0.050). Conclusion: Our study revealed closer follow-up is important for preterm children to plan special education support when it is necessary.