Abstracts
Résumé
Les enfants nés prématurés sont plus à risque de présenter des troubles au niveau de leurs fonctions exécutives. Un fonctionnement exécutif peu ou pas efficient peut occasionner des difficultés dans les apprentissages scolaires, émotionnels et sociaux. Comme le développement des fonctions exécutives est un processus dynamique, il est légitime de s’interroger si l’écart observé chez les prématurés durant la petite enfance perdure jusqu’à l’âge adulte. Aussi, la présente étude répond à la question de recherche suivante : quels sont les liens entre la prématurité et les fonctions exécutives à court, moyen et plus long terme? Pour répondre à cette question, une revue systématique de la littérature, menée à l’aide de différentes bases de données, a permis de retenir 40 études publiées entre 1999 et 2020 pour analyse. Les résultats sont structurés autour des fonctions exécutives de base du modèle de Diamond (2013), à savoir le contrôle inhibiteur, la mémoire de travail et la flexibilité cognitive et sont traités selon les grandes étapes du processus développemental : âge préscolaire, âge scolaire, adolescence et jeune adulte. Les résultats de la revue indiquent qu’à tout âge les anciens prématurés éprouvent davantage de difficultés que leurs pairs non prématurés à réaliser les tâches impliquant la mobilisation des fonctions exécutives. La prématurité affecte ainsi au fil du temps, trois fonctions exécutives de base. L’article discute la nécessité d’évaluer de manière précoce les fonctions exécutives et propose des pistes d’interventions adaptées reconnues comme efficaces chez les jeunes prématurés afin de limiter les conséquences sur leur parcours scolaire.
Mots-clés :
- Prématurité,
- fonctions exécutives,
- développement,
- revue systématique
Abstract
Children born prematurely are at greater risk of having executive dysfunction. Inefficient or poor executive functioning can lead to difficulties in academic, emotional and social learning. As the development of executive functions is a dynamic process, it is relevant to ask whether the discrepancy observed in preterm infants during infancy persists until adulthood. Thus, the present study answers the following research question: What are the links between prematurity and executive functions in the short, medium and long term? To answer this question, a systematic review of the literature, conducted through different databases, identified 40 studies published between 1999 and 2020 to be analyzed. Findings are organized around the core executive functions of Diamond’s (2013) model, namely inhibitory control, working memory, and cognitive flexibility, and are discussed according to the main developmental stages: preschool, school age, adolescence, and early adulthood. Results of the review suggest that at any age older preterm infants have more difficulty than their non-preterm peers in carrying out tasks that involve the mobilization of executive functions. Thus, prematurity seems to affect the three core executive functions throughout time. The paper discusses the necessity of early assessment of executive functions and proposes adapted interventions recognized as effective in young preterm infants with a view to limit the consequences on their educational career.
Keywords:
- Prematurity,
- executive functions,
- development,
- systematic review
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Appendices
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