How to support premature children: Estonian kindergarten teachers' perspective

Prematurity accounts for nearly 11% of all live births. An increasing number of immature children enter education, often with developmental delays, mainly executive function impairments leading to cognitive, emotional, behavioral, and motor dysfunction, and poor performance. To optimize the developmental outcomes of children at risk is a key strategy: teachers' knowledge about the long-term effects of immaturity. This study examined the methods teachers use to support premature children, the training received by preschool teachers in formal education, and the expectations/needs of teachers for in-service training in the field of premature children. The results distinguished the knowledge of prematurity of teachers with longer teaching experience from those with shorter experience. The methods preschool teachers use when working with premature children vary. Teachers express a desire to be more effectively prepared for possible problems related to immaturity. Further research is needed to advance the field of prematurity (immaturity) in preschool pedagogy.