Cognitive and Socioemotional Development at 5 and 9 Years of Age of Children Born with Very Low Birth Weight and Extremely Low Birth Weight in the Czech Republic

Švandová, Lucie; Ptáček, Radek; Vňuková, Martina; Ptáčková, Hana; Martin, Andrew; Bob, Petr; Weissenberger, Simon; Marková, Daniela; Sebalo, Ivan; Raboch, J; Goetz, Michal

doi:10.12659/msm.935784

Cited by 5 publications

(1 citation statement)

References 61 publications

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“…For instance, Svandová et al (41) examined the disparity between cognitive and socio-emotional development among children born with low birth weight at 5 and 9 years old, while Valero-García et al (42) investigated the impact of both parents' use of behavioral regulation with food and children's emotional self-regulation (with and without overweight or obesity) at 4 and 7 years old. As for intervention programs, there have been studies on the impact of intervention programs on health-related behaviors and outcomes in children of different age groups, although the majority have been implemented at the preschool or school level.…”

Section: Discussionmentioning

confidence: 99%

The impact of a health promotion program on toddlers´ socio-emotional development: a cluster randomized study

Duarte

Martins²,

Augusto

et al. 2023

Preprint

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Background The first three years of life are a critical period for the development of socio-emotional skills, highlighting the importance of socio-emotional development in early childhood. This study aimed to evaluate the effectiveness of a health promotion intervention program on the socio-emotional development of children aged 12 to 42 months during the COVID-19 pandemic. Methods A total of 344 children from 15 childcare centers participated in this study, with six centers in the intervention group and nine in the control group. Childcare teachers in the intervention group received a six-month training program aimed at promoting healthy lifestyles, including topics such as diet, sleep, physical activity, and sedentary behavior. Sociodemographic and anthropometric measures were assessed at baseline, and socio-emotional development was assessed using the Bayley Scales of Infant and Toddler Development – Third Edition (Bayley-III) at baseline and post-intervention. Results Intervened children whose mothers had a lower education level demonstrated significantly higher socio-emotional development than the controlled children (B = 19.000, p = 0.028), while no significant difference was observed in children with mothers from higher education levels. Conclusion These findings suggest that intervention programs for childcare teachers can be effective in promoting healthy socio-emotional development in children from socioeconomically disadvantaged backgrounds. Future intervention programs should consider tailoring their approaches to target disadvantaged populations. Trial registration This cluster randomized controlled trial was registered in the Clinical Trials database/platform on 09/09/2019 (number NCT04082247).

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Section: Discussionmentioning

confidence: 99%

The impact of a health promotion program on toddlers´ socio-emotional development: a cluster randomized study

Duarte

Martins²,

Augusto

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

The impact of a health promotion program on toddlers’ socio-emotional development: a cluster randomized study

Duarte,

Martins,

Augusto

et al. 2024

BMC Public Health

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Background The first 3 years of life are a critical period for the development of socio-emotional skills, highlighting the importance of socio-emotional development in early childhood. This study aimed to evaluate the effectiveness of a health promotion intervention program on the socio-emotional development of children aged 12 to 42 months during the COVID-19 pandemic. Methods A total of 344 children from 15 childcare centers participated in this study, with six centers in the intervention group and nine in the control group. Childcare teachers in the intervention group received a 6-month training program aimed at promoting healthy lifestyles, including topics such as diet, sleep, physical activity, and sedentary behavior. Sociodemographic and anthropometric measures were assessed at baseline, and socio-emotional development was assessed using the Bayley Scales of Infant and Toddler Development – Third Edition (Bayley-III) at baseline and post-intervention. Results After the intervention, a significant difference in socio-emotional development was observed between children with mothers of varying education levels. Specifically, children whose mothers had lower education levels demonstrated significantly greater socio-emotional development (B = 19.000, p = 0.028) compared to the control group. In contrast, there was no significant difference in socio-emotional development among children with mothers from higher education levels. Conclusion These findings suggest that intervention programs for childcare teachers can effectively promote healthy socio-emotional development in children from socioeconomically disadvantaged backgrounds. Future intervention programs should consider tailoring their approaches to target disadvantaged populations. Trial registration This cluster randomized controlled trial was registered in the Clinical Trials database/platform on 09/09/2019 (number NCT04082247).

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Psychomotor development, emotional regulation, and executive functions in 2-years-old children after a threatened preterm labour: a prospective study

Campos-Berga,

Moreno-Giménez,

Almansa

et al. 2023

Preprint

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Objective A threatened preterm labour (TPL) represents an adverse prenatal event with potential long-term consequences on offspring’ neurodevelopment, regardless of prematurity condition. The aim of this study was to assess TPL impact on children’s psychomotor and socioemotional development at 2 years of age. Methods A cohort of mother-infants was recruited at the time of TPL diagnoses and followed up until 30 months of children’s corrected age. Participants were classified in three groups regarding gestational age at delivery: Full-term TPL (n = 35), Late Preterm TPL (n = 67), Very Preterm TPL (n = 41). A Control group (n = 62) of mothers without TPL and their infants born at term completed the sample. Children’s assessment was performed using the Ages & Stages Questionnaires for psychomotor development, the Early Childhood Behavior Questionnaire–Very Short Form for temperament, and the Behavior Rating Inventory of Executive Function-Preschool Version for executive functions. Then, MANCOVA were conducted to detect differences between groups. Results TPL children, regardless of delivery time, showed worse emotional regulation (ps < .03) and more inhibition problems (ps < .02) than control ones. In addition, Very preterm TPL children exhibited lower psychomotor development (ps ≤ .040), more difficulties in working memory (ps ≤ .002) and planification/organization (ps ≤ .003) domains. Conclusion TPL per se may represent a risk factor for children’s neurodevelopmental disturbances, specifically in emotional and regulation competences, even in the absence of prematurity.

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Cognitive and Socioemotional Development at 5 and 9 Years of Age of Children Born with Very Low Birth Weight and Extremely Low Birth Weight in the Czech Republic

Cited by 5 publications

References 61 publications

The impact of a health promotion program on toddlers´ socio-emotional development: a cluster randomized study

The impact of a health promotion program on toddlers´ socio-emotional development: a cluster randomized study

The impact of a health promotion program on toddlers’ socio-emotional development: a cluster randomized study

Psychomotor development, emotional regulation, and executive functions in 2-years-old children after a threatened preterm labour: a prospective study

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