怀孕年龄的早产和小的关系与孩子在学龄期间的认知
Phuong Thi Nguyen1, Phuong Hong Nguyen2, Lan Mai Tran3
1Pediatric Department, Thai Nguyen University of Pharmacy and Medicine, Thai Nguyen, Vietnam.
The Journal of nutrition
|June 27, 2024
概括
对于妊娠年龄 (SGA) 来说出生小的儿童在学龄时经历了持久的认知和学术缺陷. 在这项越南研究中,早产对认知结果没有类似的影响.
科学领域:
- 发育儿科 发育儿科
- 认知神经科学 认知神经科学
- 全球健康 全球健康
背景情况:
- 过早出生和/或怀孕年龄较小的儿童 (SGA) 面临认知障碍的风险增加,特别是在低收入和中等收入国家 (LMICs).
- 了解这些长期影响对于开发针对弱势群体的有针对性的干预措施至关重要.
研究的目的:
- 调查学龄儿童早产或SGA的认知和学业表现差异,与按妊娠年龄 (AGA) 适合孕期出生的儿童相比.
- 评估这些赤字随着时间的推移而持续的程度以及母体和环境因素的影响.
主要方法:
- 来自越南微量营养素补充试验的儿童队列被分为早产AGA,晚产SGA和晚产AGA组.
- 在6-7岁和10-11岁的儿童使用韦克斯勒智力表 (WISC) 评估认知能力,评估语言理解,感知推理,工作记忆,处理速度和全面智商.
- 学业成绩通过数学和语言测试来衡量,使用包括ANOVA和多重回归在内的统计分析.
主要成果:
- 与AGA儿童相比,SGA出生的儿童在两个评估点的认知分数 (VCI,PRI,PSI,FSIQ) 显著较低.
- 此外,SGA儿童在语言和数学方面的学业成绩也较差.
- 虽然对母亲教育和家庭环境的调整减少了一些关联,但关键的认知和语言差异在10-11岁时仍然存在;在早产的AGA儿童中没有发现显著差异.
结论:
- 出生的表型,特别是对于妊娠年龄来说很小,与整个学龄段持久的认知和学术缺陷密切相关.
- 这些发现强调了需要进行旨在改善出生结果和支持LMIC儿童发展的干预措施.
- 进一步的研究是有必要的,以实施有效的战略,以减轻这些长期后果.
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