Over half a million infants in Europe are born prematurely yearly, with rising global rates. Despite improved survival from health technology advances, preterm infants face neurodevelopmental delays, emotional and behavioral problems, and language delays due to vulnerable brain development and intensive care regimens, impacted by medical and environmental factors (Filippa & Kuhn, 2017). Early interventions targeting preterm infants have the dual potential to mitigate developmental challenges and adverse outcomes while also diminishing healthcare intervention costs (Heckman et al. 2010). This study investigates the short-term effects of the Shared Emotional Reading Program (SHER) on preterm infants’ development, using a Randomized Clinical Trial. In particular, it focuses on the evaluation of the effect of the development of the social and emotional skills in preterm babies as well as on the parental attachment. The preterm intervention group had higher levels of social and emotional competences compared to the control group of premature infants. The parents of the intervention group had better attachment scores compared to preterm control parents. The intervention allows the infant to create a positive model of themselves and others. It also suggests a sense of one's own worth and importance to others, as well as the belief that others are generally available and helpful when needed and that they accept us as we are. Additional research could further develop this research topic by assessing the long-term social, emotional, and communicative development of premature children, alongside exploring the influence of attachment. This study just showed higher social, emotional and attachment scores in specific areas such as initiating joint attention where there is a difference in the frequency with which a preterm intervention subject uses eye contact, pointing and showing to initiate shared attention to objects or events compared to a preterm control subject.