| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.07 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O parto prematuro interrompe o complexo processo de estimulação multissensorial
que permite o desenvolvimento cerebral do feto, o que pode traduzir-se em sequelas
físicas, cognitivas, psicossociais e económicas que afetam, a curto e a longo prazo, as
crianças, os pais e as comunidades mais próximas da criança.
O cerne do presente estudo foi apurar a existência de défices nas funções executivas
e avaliar o desenvolvimento socioemocional de crianças prematuras entre os 4 e os 6 anos
de idade em relação aos pares de termo.
Foram estudadas 30 crianças nascidas entre as 31 e as 33 semanas gestacionais e 31
crianças de termo, administrando o subteste Memória de Dígitos para avaliação da
memória de trabalho verbal, o Tabuleiro de Corsi para avaliar a memória de trabalho não
verbal, o The Shape School Test para avaliação do controlo inibitório verbal e da
flexibilidade cognitiva verbal, e o Go/No-Go EYT para avaliar o controlo inibitório não
verbal. Foram utilizados os Questionários de Capacidades e Dificuldades para pais e
professores para analisar o desenvolvimento socioemocional.
Os resultados obtidos indicam que as crianças ex-prematuras moderadas em idade
pré-escolar apresentam um desempenho inferior na memória de trabalho verbal, na
memória de trabalho não verbal, no controlo inibitório verbal e no controlo inibitório não
verbal, bem como na flexibilidade cognitiva verbal. Ao nível do desenvolvimento
socioemocional, os problemas de caráter emocional foram os mais significativos.
Consequentemente, os nossos resultados sugerem não haver uma idade gestacional
segura no âmbito da prematuridade, pelo que as funções executivas destas crianças devem
ser avaliadas em idades precoces com a intervenção em vista, evitando, assim, que
crianças nascidas prematuras entrem para o ensino primário em desvantagem em relação
às aptidões dos seus colegas de termo.
Preterm labor disrupts the complex process of multisensory stimulation that allows the brain development of the fetus, which can translate into physical, cognitive, psychosocial and economic sequelae that affect, in short and long term, children, parents and communities closer to the child. The main goal of the present study was to investigate deficits in the executive functions and socioemotional problems in preterm children between 4 and 6 years of age, in comparison with their pairs born after 37 gestational weeks. We studied 30 children born between 31 and 33 gestational weeks and 31 full-term children, with the Digit Span subtest to evaluate verbal working memory, Corsi Blocks to assess the non-verbal work memory, with The Shape School Test for evaluation of verbal inhibitory control and verbal cognitive flexibility and Go/No-Go EYT to evaluate non-verbal inhibitory control. The Capacities and Difficulties Questionnaires for parents and teachers were used to assess socioemotional development. The results indicate that preterm preschoolers show poorer performance in verbal working memory, non-verbal working memory, verbal inhibitory control and non-verbal inhibitory control, as well as in verbal cognitive flexibility. At the level of socioemotional development, emotional problems were the most significant. Consequently, our results indicate that there is no safe gestational age in the context of prematurity, so the executive functions of these children should be evaluated at an early age with the hypothesis of intervention, preventing children born prematurely from entering primary education in disadvantage with their term colleagues.
Preterm labor disrupts the complex process of multisensory stimulation that allows the brain development of the fetus, which can translate into physical, cognitive, psychosocial and economic sequelae that affect, in short and long term, children, parents and communities closer to the child. The main goal of the present study was to investigate deficits in the executive functions and socioemotional problems in preterm children between 4 and 6 years of age, in comparison with their pairs born after 37 gestational weeks. We studied 30 children born between 31 and 33 gestational weeks and 31 full-term children, with the Digit Span subtest to evaluate verbal working memory, Corsi Blocks to assess the non-verbal work memory, with The Shape School Test for evaluation of verbal inhibitory control and verbal cognitive flexibility and Go/No-Go EYT to evaluate non-verbal inhibitory control. The Capacities and Difficulties Questionnaires for parents and teachers were used to assess socioemotional development. The results indicate that preterm preschoolers show poorer performance in verbal working memory, non-verbal working memory, verbal inhibitory control and non-verbal inhibitory control, as well as in verbal cognitive flexibility. At the level of socioemotional development, emotional problems were the most significant. Consequently, our results indicate that there is no safe gestational age in the context of prematurity, so the executive functions of these children should be evaluated at an early age with the hypothesis of intervention, preventing children born prematurely from entering primary education in disadvantage with their term colleagues.
Description
Keywords
Prematuridade moderada Memória de trabalho Controlo inibitório Flexibilidade cognitiva Desenvolvimento emocional Moderate prematurity Working memory Inhibitory control Cognitive flexibility Emotional development