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Sociodemographic impact of variables on cognitive, language and motor development in very preterm infants

Jenifer Palomo-Osuna1, María Dolores Lanzarote-Fernández2, Alejandro Salazar3

  • 1Biomedical Research and Innovation Institute of Cadiz (INiBICA), Cadiz, Spain; Observatory of Pain, Grünenthal Foundation-University of Cadiz, Cadiz, Spain; Preventive Medicine and Public Health Area, University of Cadiz, Cadiz, Spain.

Journal of Pediatric Nursing
|August 29, 2021
PubMed

Insights

Very preterm infants born at lower gestational ages (GA) and male infants face higher risks for developmental delays. Parental education also impacts child development, particularly language skills, highlighting the need for targeted interventions.

Area of Science:

  • Neonatal development
  • Pediatric neurology
  • Developmental psychology

Background:

  • Increasing rates of premature births necessitate understanding factors affecting vulnerable infant populations.
  • Identifying key variables impacting development in very preterm infants is crucial.

Purpose of the Study:

  • To examine the association between gestational age (GA), infant sex, parental education, and cognitive, motor, and language development at 36 months in very preterm infants.
  • To assess the influence of specific child and parental factors on developmental outcomes.

Main Methods:

  • A descriptive, observational, cross-sectional study design was employed.
  • The Bayley-III Scale was used to assess child development.
  • Statistical analyses included descriptive statistics, bivariate analysis, and linear regression models.

Main Results:

  • While overall development was within average ranges, extreme preterm infants showed poorer outcomes than very preterm infants.
  • Male infants scored lower than female infants, especially in motor development.
  • Higher parental educational levels correlated with better developmental outcomes, particularly in language development.

Conclusions:

  • Lower gestational age (GA), male sex, and lower parental educational attainment are risk factors for developmental difficulties in very preterm infants.
  • Findings support the need for extended follow-up protocols and tailored intervention programs for high-risk premature infants beyond 36 months.
Abstract

Keywords:
Bayley-IIIDevelopmentParental ageParental education levelPreschoolVery preterm infants

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