Abstract
Introduction.
The mental development of preterm infants in early childhood depends on the gestational age at birth, the severity of the condition during the perinatal period, as well as of the consequences of perinatal disorders. The cornerstone of managing preterm infants in the recovery period is interdisciplinary collaboration between health and educational professionals and parents.
Aim:
To assess the efficacy of psychological and corrective interventions for young children born prematurely.
Materials and methods.
A single-centre, prospective, non-randomised cohort study included 73 preterm infants with sequelae of perinatal disorders, aged between 6 and 36 months of corrected age, who received comprehensive rehabilitation and restorative treatment in a day hospital. The rate and pattern of mental development were assessed using the ‘YаSLI’ methodology. The content of the remedial and educational support for each patient was individualised in accordance with the Federal State Educational Standard for Preschool Education.
Results.
The group with development delay included 8 preterm infants with mild hypoxic-ischaemic injury to the central nervous system and development delay of 1–2 age-equivalent periods. The group with a slow rate of development comprised 36 preterm infants with development delay of 2–3 age-equivalent periods. The group with extremely slow rate of development consisted of 29 infants with the delay of ≥4 developmental periods relative to normative benchmarks. The assessment was carried out using the ‘YаSLI’ methodology. Following individualised remedial and educational interventions based on the Federal Adapted Preschool Education Programme for Children with Developmental Delay, improvement in the rate of mental development was observed in all children in the first group and in 20 children (55%) in the second group. In the third group, only 5 patients (20%) demonstrated positive developmental progress.
Conclusion
. Early and systematic remedial education combined with ongoing enhancment of parents’ pedagogical competence, helps prevent the emergence of complex maladaptive behaviour patterns in children and contributes to the development of cognitive activity and social communication skills.