Children born prematurely are a high-risk group for whom cognitive, academic, and behavioral deficits are common. The consequences of these deficits often worsen once the onset of schooling occurs. The period of early childhood provides an important point of intervention. Parenting behavior during this time can potentially prevent or lessen adverse outcomes associated with preterm birth. The purpose of the proposed study was to examine the relations between birth status, parenting behavior, cognitive and social-emotional development in a sample of children born preterm and full term--From abstract.
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