The impact of preterm birth on the executive functioning of preschool children: A systematic review

Abstract

This paper presents a systematic review of the impact of preterm childbirth on the later executive functioning of preschool-aged children. A systematic search for studies published between 2014 and 2019 was performed using the following keywords: executive funct* AND preterm AND child. The methodological quality of the reports was examined using the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) statement. Thirty-two studies were reviewed and scored at least 67% on the methodological quality assessment. In comparison to children born full-term, preschool children born preterm exhibit executive functioning deficits in the dimensions of the global index, inhibitory control, cognitive flexibility, working memory, and planning/executive functioning. These findings are independent of the degree of prematurity at birth. Since executive functioning has many complex components, future studies should assess the dimensions of executive functioning separately in preschool-aged children born preterm, rather than as a single measure.

Keywords:

• Child development
• Executive functioning
• preschool
• preterm
• systematic review

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the Coordination for the Improvement of Higher-Level Personnel (CAPES) – Finance Code 001 to C.C. Sandoval; University of Sao Paulo Foundation (FUSP) to C. M. Gaspardo and The National Council for Scientific and Technological Development (CNPq) to M. B. M. Linhares.