Dificuldade de aprendizagem em escolares de muito baixo peso ao nascer

Abstract

Objectives: To investigate the relationship between very low birth weight and learning difficulties at school by means of a systematic review of the literature, identifying patterns of learning difficulties among these schoolchildren, possible cognitive correlations, peculiarities of the lowest birth weight ranges and any interference with outcomes by socioeconomic and/or clinical factors.Sources of data: Bibliographic search (MEDLINE, LILACS, Excerpta Medica, reference lists of original articles, periodicals related to the subject, information from experts in the area and thesis and dissertation databases) on the keywords: prematurity/very low birth weight, learning difficulties/academic achievement/school performance, follow-up/results/cohort. Summary of the findings:The search returned 114 articles and the 18 of these were selected as having investigated learning difficulties in schoolchildren born with very low birth weights using appropriate methodology. The academic performance of these children was observed to be inferior the whole study population was compared with those born full term. The subject most compromised was mathematics. The risk of suffering from learning difficulties increased in inverse proportion to birth weight. An association was identified between very low birth weight and cognitive compromise. Conclusions:The systematic approach corroborated the results obtained by published studies: schoolchildren born with very low birth weights exhibited increased risk of learning difficulties when compared with those born at full term. There was a predominance of children with multiple academic subjects compromised and mathematics was the most affected. Risk was observed to follow an ascending gradient as birth weight reduced. There was an association between very low birth weight and cognitive compromise.J Pediatr (Rio J). 2006;82(1):6-14: Learning disorders, very low birth weight, systematic review.

Cognitive performance of premature infants: association between bronchopulmonary dysplasia and cognitive skills. Cross-sectional study

“…1 In comparison with full-term children, premature children present worse cognitive performance [1][2][3] in skills such as memory, attention, processing speed and representational competence. 4 In developing children, inefficiency in acquisition of elementary skills, such as attention and processing speed, can have a significant influence on their development of other more complex skills.…”

Investigação da noção de conservação de quantidades discretas em pré-escolares nascidos prematuros e a termo por meio do jogo de dominó

“…7 Assinala-se que, quanto mais baixo o peso de nascimento, maior a possibilidade de ocorrerem distúrbios, déficits e problemas no desenvolvimento neurológico, cognitivo, sensorial e motor na criança [8][9][10][11][12][13][14][15] .…”

“…de aprendizagem, fraca concentração, alteração na memória, problemas de comportamento na escola e baixo escore em testes de QI; baixa estatura, obesidade e doenças metabóli-cas; e problemas no crescimento 6,[11][12][13][16][17][18][19][20][21] . Com referência ao desempenho acadêmico, a Matemática, mais especificamente a Aritmética, mostrou-se a área mais prejudicada, à medida que o peso ao nascer diminui [13][14][22][23] .…”

“…Com referência ao desempenho acadêmico, a Matemática, mais especificamente a Aritmética, mostrou-se a área mais prejudicada, à medida que o peso ao nascer diminui [13][14][22][23] .…”

“…A hipótese inicial de pesquisa é a de que crianças nascidas prematuras e com baixo peso tendem a apresentar defasagem ao construírem a noção de conservação de quantidades discretas, se comparadas a crianças nascidas a termo, que não apresentaram problemas no nascimento, seguindo indicações da literatura que aponta problemas na área de Matemática para crianças com condições adversas ao nascimento 20,[22][23] .…”