Parents' perception about their preterm child's social interaction reaching school age

Frederike Laansma, Eva Smidt, Céline Crajé, Margreet Luinge

Research output: Contribution to journalArticleAcademicpeer-review

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Abstract

A key element in social development is interaction with others, and preterm infants have an increased risk for problems in this aspect. We aimed to gain additional insight into parents’ perception about their preterm child’s social interaction upon reaching school age. Parents informed us about their child being a little fighter, having issues of coping with their disabilities in social contexts, and how their child withdraws from situations that are overly
stimulating. They also expressed their concerns about the future, how they encourage their child, and how they experience the transition to primary school. Parents’ experiences concerning the social interaction of their preterm child can be categorized into eight themes of processes in social interaction: child factors, self-regulation, real-time social interaction, long-term social interaction, parental factors, parenting, social environment, and social experiences. Our proposed model of social interaction in preterm infants visualizes the
interrelatedness between these themes in social interaction
Original languageEnglish
Number of pages30
JournalQualitative health research
Volume27
Publication statusSubmitted - 2017

Keywords

  • pedagogy
  • social interaction

Cite this

Laansma, F., Smidt, E., Crajé, C., & Luinge, M. (2017). Parents' perception about their preterm child's social interaction reaching school age. Manuscript submitted for publication.
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Parents' perception about their preterm child's social interaction reaching school age. / Laansma, Frederike; Smidt, Eva; Crajé, Céline; Luinge, Margreet.

In: Qualitative health research, Vol. 27, 2017.

Research output: Contribution to journalArticleAcademicpeer-review

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