Maternal experiences of moderate to late preterm children aged 3–6: a qualitative study on child development, school life, parenting roles, and implications for pediatric care

The aim of this study is to examine how mothers of children aged 3–6 who were born moderate to late preterm perceive and interpret their children’s developmental characteristics and preschool education experiences, and how they make sense of their experience of parenting a preterm child. The study included eight mothers who had given birth moderately to late preterm and whose children were aged 3–6 years. Using a qualitative design, data were collected through a demographic information form, semi-structured interviews, and digital diaries maintained over a ten-week period. Interview data were analyzed using thematic analysis, while diary entries were analyzed using content analysis. The findings showed that mothers perceived their moderate-to-late preterm children as more vulnerable to health problems than their peers. One of the most notable findings was that this perceived vulnerability prompted mothers to assume an early-intervention role, which, in turn, appeared to serve as a protective factor against school absenteeism. Most mothers perceived their children’s learning abilities and academic performance as age-appropriate, although they reported that their children’s attention varied depending on their interest and motivation. Another key finding was that the difficulties these children most frequently encountered in school life involved school adjustment, bullying, peer interactions, and social skills. In some cases, fine- and gross-motor difficulties were also reported to interfere with participation in school activities. Overall, the findings indicated that mothers assumed both supportive and guiding roles in responding to their children’s developmental needs.