Exceeding expectations after perinatal risks for poor development: associations in term- and preterm-born

Mary Lauren Neel1,2, Aryanne de Silva3, H Gerry Taylor4,3

  • 1Center for Perinatal Research, Abigail Wexner Research Institute, Nationwide Children's Hospital, Columbus, OH, USA. MaryLauren.Neel@nationwidechildrens.org.

Insights

Parental authoritarian parenting styles were linked to better cognitive and motor outcomes in preschoolers with perinatal risks. This structure may support positive adaptation despite prematurity or other birth complications.

Area of Science:

  • Developmental Psychology
  • Perinatal Medicine
  • Child Development

Background:

  • Children born with perinatal risk factors, including varying gestational ages (GA) and complications, often face developmental challenges.
  • Predicting cognitive and motor outcomes in these vulnerable children remains a critical area of research.

Purpose of the Study:

  • To identify parenting and social characteristics associated with superior cognitive and motor development in preschoolers.
  • To investigate these factors in children with similar levels of perinatal biological risk.

Main Methods:

  • A prospective cohort study followed 87 children at four years of age, with a median GA of 29 weeks.
  • Assessments included cognitive (Differential Ability Scales) and motor (Movement Assessment Battery) evaluations, alongside parenting styles and social risk scores.
  • Regression models determined perinatal risk scores, and mixed-effect regressions analyzed associations between positive adaptation and parenting/social factors.

Main Results:

  • Perinatal risk scores accounted for 21-53% of the variability in outcomes.
  • Children across all gestational ages demonstrated positive adaptation.
  • Higher scores in authoritarian parenting were significantly associated with better-than-expected cognitive and motor outcomes (OR 1.17, p=0.0002).

Conclusions:

  • Parental structure, specifically authoritarian parenting, may foster positive adaptation in preschool-aged children with perinatal risk factors.
  • These findings suggest that structured parenting can mitigate risks associated with prematurity and other perinatal complications.
Abstract

Related Concept Videos

Socioemotional Development during Infancy01:30

Socioemotional Development during Infancy

Socio-emotional development in infancy is primarily shaped by early emotional responses and social connections, with temperament playing a central role. Temperament refers to the consistent patterns in an individual's emotional and behavioral responses, observable even in infancy. By examining temperament, researchers can better understand an infant's unique ways of interacting with the world, influencing subsequent personality and socio-emotional growth.
Primary Temperament Types
190
Relationship with Parents: Attachment01:28

Relationship with Parents: Attachment

Parent-child interactions lay the foundation for how we understand relationships throughout life. These interactions are not uniform across families; instead, they are shaped by a range of environmental, emotional, and behavioral factors unique to each caregiver-child dynamic. Social psychologists study these early relationships to understand how patterns formed in infancy influence social functioning and interpersonal behavior in adulthood.Attachment Theory and Early Relational ModelsJohn...
25
Nature and Nurture01:10

Nature and Nurture

Many human characteristics, like height, are shaped by both nature—in other words, by our genes—and by nurture, or our environment. For example, chronic stress during childhood inhibits the production of growth hormones and consequently reduces bone growth and height. Scientists estimate that 70-90% of variation in height is due to genetic differences among individuals, and 10-30% of variation in height is due to differences in the environments that individuals experience,...
21.1K
The Nativist Approach01:21

The Nativist Approach

The nativist approach to infant cognitive development proposes that infants are born with inherent knowledge structures that allow them to interpret the world almost immediately. This perspective contrasts with earlier developmental theories, such as those proposed by Jean Piaget, which emphasized a more gradual acquisition of cognitive abilities through interaction with the environment. One key concept in this approach is object permanence — the understanding that objects continue to...
192
Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings....
426
Information Processing Approach01:30

Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
213