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Maternal Education Level Predicts Cognitive, Language, and Motor Outcome in Preterm Infants in the Second Year of

Kousiki Patra1, Michelle M Greene1, Aloka L Patel1

  • 1Department of Pediatrics, Rush University Medical Center, Chicago, Illinois.

American Journal of Perinatology
|February 19, 2016
PubMed

Insights

Maternal education level significantly impacts preterm infants' development. Higher maternal education is linked to better cognitive, language, and motor outcomes at 20 months corrected age.

Area of Science:

  • Developmental Pediatrics
  • Neonatology
  • Public Health

Background:

  • Preterm infants face developmental challenges.
  • Maternal education level (MEL) is a potential socioeconomic factor influencing child development.

Purpose of the Study:

  • To assess the influence of maternal education level (MEL) on cognitive, language, and motor development in preterm infants.
  • To determine the relative impact of MEL on developmental outcomes at 20 months corrected age (CA).

Main Methods:

  • 177 preterm infants born between 2008-2010 were evaluated at 20 months CA.
  • Bayley Scales of Infant and Toddler Development-III was used for assessment.
  • Multiple and linear regression analyses identified the impact of MEL on developmental scores.

Main Results:

  • Maternal education level was the strongest predictor of cognitive, language, and motor scores.
  • Higher MEL was associated with reduced odds of subnormal language index.
  • Graduate-level maternal education correlated with significant increases in cognitive, motor, and language scores.

Conclusions:

  • Maternal education level is a critical determinant of developmental outcomes in preterm infants at 20 months CA.
  • Further research should explore interventions to mitigate the effects of low MEL on early childhood development.

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