{'fraction_non_alphanumeric': 0.01997245179063361, 'fraction_numerical': 0.009641873278236915, 'mean_word_length': 5.105042016806722, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 1, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Development of Infants Born Prematurely, Depression of Mothers, Parenting Stress, and School Readiness: Using Data from the Panel Study on Korean Children

This study aimed to investigate the early childhood development of premature infants, mother's depression and parenting stress, and to explore their relationships with the school readiness of premature infants. Data from the 1st, 4th, and 7th years of the Panel Study of Korean Children were used, and a total of 90 newborns with a gestation period of less than 259 days or a birth weight of less than 2.5 kg were analyzed using weights from a longitudinal study. The results of the study showed the school readiness of premature infants was low in boys, those admitted in the intensive care unit after birth, those third or higher in birth order, those delivered vaginally, those achieved by assisted reproduction, hospitalization experiences of 1- and 3-year-olds, or questionable development in the screening test for infants under 1 year of age and at 2 years of age. The school readiness of premature infants showed a positive correlation with gestational period and birth weight and a negative correlation with duration admitted in the intensive care unit after birth, maternal depression, and parenting stress. This study provides basic data on the long-term development and learning readiness of premature infants, further longitudinal or interventional studies for which are suggested. 
