Child care choice and children's cognitive achievement : The case of single mothers Running title: Child care choice and children's cognitive achievement emphasizing on the preterm born school aged children

Abstract

Background: The behavioral and cognitive results of school-going pre-term born children has been widely reported. Many of these reports have the wrong methodology and prevent a particular estimation of the prematurity result. Our objective the study to evaluate the preterm birth effect on behavior and cognition in school-going children. Material and method: We have searched the data from 1981 to 2002 for English language publications. We included the case-control reports of preterm-born children's behavior and/or cognitive data and examined the low attrition rate during the 5th birthday. Result: We considered 15 reports of cognitive data and 16 studies of behavioral data for our study. Data were extracted based on population demography, behavioral result and entered into the customized database. The entered data repeatedly reviews to make it error-free. Among 1720 control and 1556 cases, groups significantly high cognitive score relative to the preterm born children(the mean difference is 10.9; Confidence interval 95% is 9.21-12.48). The mean cognitive value for the preterm babies is proportional to the birth weight (R2value =0.52; P value<0.01) and also directly proportional to the gestational age  (R2value =0.48; P value<0.01). The evaluation time age has no significant corrected with the cognitive score's mean difference (R2value =0.11; P value<0.20). There is no difference found in behavior and cognition based on the quality of the paper. Conclusion: Preterm-born babies are at the risk of the reduced cognitive test results, and their birth immaturity is directly proportional to the school-age mean cognitive test score. Preterm babies are also at increased risk of ADHD incidence and other behavior problems.