Moreira Rafaela S, Magalhães Lívia C, Alves Claudia R L
Program in Health Sciences: Child and Adolescent Health, School of Medicine, Universidade Federal de Minas Gerais (UFMG), Belo Horizonte, MG, Brazil; Departament of Physical Therapy, Universidade Federal de Santa Catarina (UFSC), Araranguá, SC, Brazil.
Department of Occupational Therapy, Universidade Federal de Minas Gerais (UFMG), Belo Horizonte, MG, Brazil.
J Pediatr (Rio J). 2014 Mar-Apr;90(2):119-34. doi: 10.1016/j.jped.2013.05.010. Epub 2013 Dec 24.
to examine and synthesize the available knowledge in the literature about the effects of preterm birth on the development of school-age children.
this was a systematic review of studies published in the past ten years indexed in MEDLINE/Pubmed, MEDLINE/BVS; LILACS/BVS; IBECS/BVS; Cochrane/BVS, CINAHL, Web of Science, Scopus, and PsycNET in three languages (Portuguese, Spanish, and English). Observational and experimental studies that assessed motor development and/or behavior and/or academic performance and whose target-population consisted of preterm children aged 8 to 10 years were included. Article quality was assessed by the Strengthening the reporting of observational studies in epidemiology (STROBE) and Physiotherapy Evidence Database (PEDro) scales; articles that did not achieve a score of 80% or more were excluded.
the electronic search identified 3,153 articles, of which 33 were included based on the eligibility criteria. Only four studies found no effect of prematurity on the outcomes (two articles on behavior, one on motor performance and one on academic performance). Among the outcomes of interest, behavior was the most searched (20 articles, 61%), followed by academic performance (16 articles, 48%) and motor impairment (11 articles, 33%).
premature infants are more susceptible to motor development, behavior and academic performance impairment when compared to term infants. These types of impairments, whose effects are manifested in the long term, can be prevented through early parental guidance, monitoring by specialized professionals, and interventions.
审视并综合文献中关于早产对学龄儿童发育影响的现有知识。
这是一项对过去十年发表在MEDLINE/Pubmed、MEDLINE/BVS、LILACS/BVS、IBECS/BVS、Cochrane/BVS、CINAHL、科学网、Scopus和PsycNET上的研究进行的系统评价，涉及三种语言（葡萄牙语、西班牙语和英语）。纳入了评估运动发育和/或行为和/或学业成绩且目标人群为8至10岁早产儿的观察性和实验性研究。文章质量通过流行病学观察性研究报告强化（STROBE）和物理治疗证据数据库（PEDro）量表进行评估；得分未达到80%及以上的文章被排除。
电子检索识别出3153篇文章，其中33篇根据纳入标准被纳入。只有四项研究未发现早产对研究结果有影响（两篇关于行为，一篇关于运动表现，一篇关于学业成绩）。在感兴趣的结果中，行为是被搜索最多的（20篇文章，61%），其次是学业成绩（16篇文章，48%）和运动障碍（11篇文章，33%）。
与足月儿相比，早产儿更容易出现运动发育、行为和学业成绩受损。这些类型的损伤，其影响在长期显现，可以通过早期家长指导、专业人员监测和干预来预防。
