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Cognitive correlates in toddlers born very low birth weight and full-term

Jean Lowe1, Sarah J Erickson, Peggy MacLean

  • 1University of New Mexico Children's Hospital, Department of Pediatrics, Division of Neonatology, Albuquerque, NM 87131-5313, USA. jrlowe@unm.edu

Infant Behavior & Development
|August 17, 2010
PubMed

Insights

Maternal interaction and early medical factors significantly impact cognitive development in toddlers. Tailored interventions are crucial for very low birth weight (VLBW) children, differing from full-term infants.

Area of Science:

  • Developmental Psychology
  • Pediatric Medicine
  • Early Childhood Education

Background:

  • Identifying factors influencing children's cognitive development is key to early risk detection for developmental disorders.
  • Previous research suggests a link between mother-child interactions and cognitive outcomes, but specific predictors for preterm vs. full-term infants require further elucidation.

Purpose of the Study:

  • To investigate the association between child and mother interaction variables and cognitive development in very low birth weight (VLBW) and full-term toddlers.
  • To compare the predictive models of cognition between VLBW and full-term toddlers, hypothesizing stronger links with interaction variables than medical factors in preterm infants.

Main Methods:

  • Cognition was assessed using the Bayley Scales of Infant Development-II Mental Developmental Index in 40 VLBW and 54 full-term toddlers (18-22 months corrected age).
  • Mother-toddler play interactions were evaluated using the Caregiver-Child Affect, Responsiveness and Engagement Scales (C-CARES) for affect, communication, and sensitivity.
  • Multivariate models were developed to identify predictors of cognitive outcomes in each group.

Main Results:

  • For VLBW toddlers, cognitive predictors included days on ventilation, maternal education, and C-CARES Child Play scales (sensitivity, affect, communication).
  • For full-term toddlers, the primary cognitive correlate was the Maternal Communication scale of the C-CARES.
  • Distinct predictive models for VLBW and full-term toddlers highlight group-specific developmental pathways.

Conclusions:

  • Cognitive development in VLBW toddlers is influenced by a combination of medical history and socio-emotional interaction factors.
  • Cognition in full-term toddlers is primarily associated with maternal communication during play.
  • These findings underscore the necessity for individualized identification and cognitive intervention strategies, particularly for VLBW populations, incorporating socio-emotional measures.

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