 What are the links between prematurity and executive functioning during development: A systematic review 
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.