Preterm born children have an increased likelihood of learning problems. Given the possible impact on their later quality of life, it is important to detect and treat possible problems on this domain already early in life.

In this project we will study two groups of each about 50 children on the age of 5, with a combination of domain-generic (e.g., self-regulation and language), domain-specific (e.g. phonology and number sense) and environmental (e.g. language and math input at home, parent-child interaction) factors that may predict learning problems. In the first sample we will investigate to what extent the early development and parent-child interaction at 2 and 3 year can predict these factors (data available within the research group). The second sample will be newly recruited. Additional funding will be sought to follow these children up until school age.