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MENTAL DEVELOPMENT OF PRETERM INFANTS IN DIFFERENT INSTITUTIONAL ENVIRONMENT
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MENTAL DEVELOPMENT OF PRETERM INFANTS IN DIFFERENT INSTITUTIONAL ENVIRONMENT
Annotation
PII
S0205-95920000380-5-
DOI
10.31857/S20000380-5-1
Publication type
Article
Status
Published
Authors
DARYA CHERNEY  MARIA SOLODUNOVA OLEG PALMOV MacCall R.B GROARK K. Mariya D. Vasil’eva R. Muhamedrahimov Natalia Nikiforova
Abstract
Research studies of institutionalized children have shown severely reduced performance in different areas of mental development. Most of these children are born preterm, however there are a limited number of studies which considered the child gestational age in their analysis. The current study evaluates the mental development of two groups of late preterm infants (30-36 weeks of gestation) raised in a typical institution with care as usual (N = 27), and a family-like institution (N = 16) characterized by stability, sensitivity and responsiveness of the primary social-emotional environment. The BDI (The Battelle Developmental Inventory) is used to assess developmental skills of preterm children. The comparative analysis of infants' development assessed at 3 and 9 months of age is presented. Research data reveal no differences in mental development between the two groups of late preterm children at 3 months of age; conversely, at 9 months of age preterm children from the family-like institution (after 4-8.5 months of institutionalization) have a significantly higher level of personal-social, communicative, adaptive, motor, cognitive and general behavioral development in comparison with their peers from the typical institution. Results are discussed in terms of influence of quality social-emotional environment on infants' mental development from groups of biological risk.
Keywords
late preterm infants, mental development, institution, intervention program, family care.
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