Category: Publications

The Impact of Formal School Entry on Children’s Social Relationships with Parents, Siblings, and Friends

The normative transition to formal schooling confronts children with social challenges but also opportunities. Longitudinal research on how school entry impacts children’s family and friend-ship relationships is scarce. This study investigated social relationship qualities with parents, siblings, and friends among 1110 children (49.9% female) from the prospective, population-based Bavarian Longitudinal Study at 6 years (before school entry) and 8 years using a forced-choice card-sorting task.

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Maternal education and cognitive development in 15 European very-preterm birth cohorts from the RECAP Preterm platform

Studies are sparse and inconclusive about the association between maternal education and cognitive development among children born very preterm (VPT). Although this association is well established in the general population, questions remain about its magnitude among children born VPT whose risks of medical and developmental complications are high. We investigated the association of maternal education with cognitive outcomes in European VPT birth cohorts.

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Grey and White Matter Volume Changes after Preterm Birth: A Meta-Analytic Approach

Cross-sectional studies have reported lower brain grey matter volumes (GMV) and white matter volumes (WMV) in preterm (PT) born individuals.

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Very preterm birth and trajectories of domain-specific self-concept from childhood into adulthood

Self-concept refers to individuals’ perceptions of themselves in specific domains and is closely related with their overall self-esteem. Lower self-esteem has been reported in those born preterm (<37 weeks gestation), but the development of self-concept has not been studied in this population.

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Within amygdala: basolateral parts are selectively impaired in premature-born adults

Highlights

• Amygdala volume is reduced in premature-born adults.•
• Particularly accessory basal nuclei volumes are selectively reduced.•
• Structural covariance within basolateral amygdala is altered after premature birth.•
• Data suggest that prematurity has lasting and distinct effects on amygdala nuclei.•
• Basolateral amygdala development seems to be specifically impaired.

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Disturbed sleep in children born extremely preterm is associated with behavioural and emotional symptoms

Aim

To determine whether children born extremely preterm are at increased risk for sleep disturbances and to explore relationships between extremely preterm birth, sleep and Attention Deficit and Hyperactivity Disorder (ADHD) and emotional symptoms.

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Growth in extremely preterm children born in England in 1995 and 2006: the EPICure studies

Objectives To determine growth outcomes at 11 years of age in children born <27 weeks of gestation in England in 2006 (EPICure2) and to compare growth from birth to 11 years of age for births<26 weeks with those in England in 1995 (EPICure).

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Aberrant Claustrum Microstructure in Humans after Premature Birth

Several observations suggest an impact of prematurity on the claustrum. First, the claustrum’s development appears to depend on transient subplate neurons of intra-uterine brain development, which are affected by prematurity.

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Changes in emotional problems, hyperactivity and conduct problems in moderate to late preterm children and adolescents born between 1958 and 2002 in the United Kingdom

Preterm birth is a risk factor for the development of emotional and behavioural problems in childhood and adolescence. Given the substantial improvements in neonatal care across decades, it has been expected that the difference in emotional problems, hyperactivity, and conduct problems between moderate to late preterm (MLPT) and full term (FT) children and adolescents have declined in recent years.

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Associations Between Language Difficulties, Peer Victimization, and Bully Perpetration From 3 Through 8 Years of Age: Results From a Population-Based Study

Background and purpose: Schoolchildren with language difficulties experience more peer-victimization compared to their typically developing (TD) peers.

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