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

Year 2023, , 233 - 242, 29.05.2023

Barış Güller , Erbu Yarcı , Ferhat Yaylacı

https://doi.org/10.12956/tchd.1179344

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.

Keywords

Behavioral problems, Language development, Parenting attitude, Parenting stress, Prematurity

Preterm ve Term Doğan Çocuklarda Dil Gelişimi, Duygusal ve Davranışsal Sorunlar, Ebeveyn Tutum Özellikleri, Ebeveyn Stres Düzeyi ve Ilişkili Faktörlerin Okul Öncesi Dönemde Karşılaştırılması

Abstract

Amaç: Çalışmamızın amacı yeni doğan yoğun bakım ünitesinde yatmış olan preterm ve term doğan çocuklarda okul öncesi dönemde dil
gelişimi, duygusal ve davranışsal sorunlar, ebeveyn tutumları, ebeveyn stres düzeyleri ve ilişkili faktörleri araştırmaktır.
Gereç ve Yöntemler: Çalışmamız 90 preterm ve 86 term olmak üzere 176 çocuk ve annesi ile yapıldı. Anneler sosyodemografik veri
formu, Çocuk Uyumu ve Anne baba Yeterlik Ölçeği (CAPES-TR), Anne Baba Stres Ölçeği-Kısa Form (ABSÖ-KF) ve Anne babalık Stilleri
ve Boyutları Ölçeği-Kısa Form ölçeklerini doldurdu. Tüm çocuklara Denver II Gelişimsel Tarama Testi (DGTT) veTürkçe Erken Dil Gelişim
Testi (TEDİL) uygulandı.
Bulgular: Preterm çocukların yaş ortalaması 37.97±3.62 ay, term çocukların 38.77±3.28 aydı. TEDİL alt testlerinde preterm çocukların
skorları daha düşüktü. Erken doğmuş çocuklarda kişisel sosyal gelişim ve dil gelişimi açısından anormal gelişim gösteren çocukların oranı
daha yüksekti (kişisel sosyal gelişim için p=0.007, dil gelişimi için p <0.001). Preterm çocuklarda CAPES-TR duygusal ve davranışsal
sorunlar ölçek puanları daha yüksekti. CAPES-TR Ebeveyn Özyeterliliği puan ortalaması preterm çocuklarda daha düşüktü (p=0.000).
ABSÖ-KF toplam puanı ile ASBÖ-KF izin verici anne babalık alt ölçek puanı preterm çocuk annelerinde daha yüksekti (p =0.005 ve
p<0.001). Dil Bozukluğu ve genel gelişimsel gecikme tanısı konma oranları preterm çocuklarda daha yüksekti (sırasıyla p=0.006 ve
p=0.019). Doğum haftası, anne eğitim düzeyi ve aylık gelir düzeyi ile TEDİL skorları, DENVER kişisel sosyal ve dil gelişim düzeyi arasında
pozitif korelasyon saptandı (p<0.050).
Sonuç: Çalışmamız preterm çocuklarda erken dönemde yakın takip ve gerekli olduğunda özel eğitim desteği planlamasının önemli
olduğunu göstermektedir.

Keywords

dil gelişimi, Davranış sorunları, Anne Baba Tutumu, Ebeveynlik stresi, Prematüre

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