Comparing of Motor Proficiency, Behavior and Educational Progress Preterm Children 8-10 Years with Term Children

The purpose of this study was to comparing of motor proficiency, internal behavior (anxiety), external behavior (aggression) and educational progress preterm children 8-10 years with term children.The subjects were consist of 50 female students from primary elementary schools of Kermanshah province with an average age of 8.84 ± 0.9 years and average birth weight of 2.31 ± 0.15 preterm children and 3.44 ± 0.41 in term children, that, were selected convenience from ten schools according to the vaccine card and the individual information. They were divided into 2 groups, which one of them was preterm children group and one of them was term children. The Linklon Oseretsky Motor proficiency Scale test, Spence Anxiety Questionnaire and Nelson's Anger Questionnaire were investigated by motor proficiency, the internal behavior and external behavior, respectively. Educational progress was also evaluated based on math, science and literature marks in report card of the academic year 2016-2017. The data were analyzed by one-way ANOVA. The results showed a significant difference between preterm and term children groups in motor proficiency, internal behavior, external behavior and educational progress. The findings show that early birth is an indicator factor that can negatively influence educational progress, motor proficiency, and child behavior. Due to preterm children’s need to special learning in educationally and behavioral areas, suggested to more support from school and family for these children, such as supervision, guidance and educational interventions.