The Predictive Power of Early Socio-Emotional Skills on Behavioral Outcomes in Very Preterm Preschoolers: A Longitudinal Study

Background: Preterm birth increases the risk of socio-emotional difficulties and later behavioral problems. Early identification is essential, but the predictive value of socio-emotional assessments at different ages remains uncertain. Aim: This study sought to examine whether socio-emotional skills at 1, 2, and 3 years predict behavioral outcomes at 4 years in very preterm children. Methods: Fifty-seven preterm children were assessed longitudinally with the Bayley-III Socio-Emotional scale at 1, 2, and 3 years, and with the CBCL 1.5–5 at 4 years. Analyses included correlations, repeated-measures ANOVA, and regression models. Results: Mean socio-emotional scores were within the normative range at all ages, with a modest increase by age 3. Associations were observed between socio-emotional skills at 1 year and behavioral outcomes at 4 years, particularly internalizing and total problems. These associations were weaker at 2 years and not evident at 3 years. Regression analyses indicated that only 1-year socio-emotional scores were significantly associated with later outcomes, although models were unadjusted. Conclusions: Socio-emotional competencies at 1 year were associated with later behavioral outcomes in this sample of very preterm children. These findings suggest that early assessments may contribute to identifying children who could benefit from closer developmental monitoring, although further research with adjusted models is needed.