Development of a Regional Cohort of Very‐low‐birthweight Children at Six Years: Cognitive Abilities Are Associated With Neurological Disability and Social Background

Dammann, Olaf; Walther, Heike; Alters, Barbara; Schroder, Mechlhild; Drescher, J.; Lutz, D.; Veelken, N.; Schulle, Franz Josef

doi:10.1111/j.1469-8749.1996.tb12081.x

Cited by 87 publications

(12 citation statements)

References 25 publications

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“…Studies that compare children born as preterm infants with very low weight with children born as full-term infants with weight equal to or higher than 2,500 g indicate that those in the first group are more prone to cognitive deficiencies (4,5) , school performance problems (6) , behavioral difficulties (7) , and language problems (8) .…”

Section: Introductionmentioning

confidence: 99%

Desenvolvimento cognitivo e linguagem em prematuros

Viana¹,

Andrade

Lopes³

2014

Audiol., Commun. Res.

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Purpose: To correlate aspects of cognitive and language development in preterm infants of 24 and 42 months of chronological age. Methods: A quantitative, analytical, and cross-sectional study was conducted between February and December 2012. The sample comprised ten preterm infants with a chronological age ranging between 24 and 42 months. These children were subjected to the Bayley Scales of Infant Development -III and evaluated according to cognitive, receptive, and expressive language subscales. Results: A statistical significance was observed when correlating chronological and corrected age with the age of cognitive and language development. In the correlation of chronological age with cognitive and language abilities, a statistical significance was observed regarding the ability to grasp and handle objects, and in the construction and object permanence capacity. In the correlation of developmental age with cognition and language abilities, a statistical significance was observed in all cognitive abilities. A significant correlation was not observed between ages of expressive language development and receptive language ability. Conclusion: A correlation between chronological and corrected ages with the ages of cognitive and language development was confirmed. Receptive and expressive language abilities showed a distinct development; however, they were dependent on the cognition. As crianças foram submetidas à aplicação da Escala de DesenvolvimentoInfantil de Bayley -III e avaliadas mediante as subescalas de cognição, linguagem receptiva e expressiva. Resultados: Observou-se significân-cia estatística na correlação das idades cronológica e corrigida com as idades do desenvolvimento cognitivo e de linguagem. Na correlação da idade cronológica com as habilidades cognitiva e de linguagem, houve significância estatística quanto à capacidade de apreensão e manipulação de objetos e na construção e habilidade de permanência dos objetos. Na correlação da idade do desenvolvimento com as habilidades de cognição e linguagem, constatou-se significância estatística em todas as habilidades cognitivas. Não houve correlação significativa entre idade do desenvolvimento de linguagem expressiva e habilidades de linguagem receptiva. Conclusão: Confirmou-se correlação das idades cronológica e corrigida com a idade do desenvolvimento cognitivo e de linguagem.As habilidades de linguagem receptiva e expressiva mostraram-se com desenvolvimento distinto, todavia, dependentes da cognição.

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Section: Introductionmentioning

confidence: 99%

Desenvolvimento cognitivo e linguagem em prematuros

Viana¹,

Andrade

Lopes³

2014

Audiol., Commun. Res.

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“…Second, the sample was limited to infants from urban areas only. Although Hanson et al 36,47 did not find any significant differences in the GQ of the Griffiths Scales for infants under the age of 2 years, from urban and rural regions, these were not South African children, where the urban-rural divide may be more marked. Since there is also some evidence to indicate that urban children perform better than rural children on certain cognitive skills 48 , the performance of a larger, more representative sample of high and low income infants on the Griffiths Scales should be undertaken.…”

Section: Resultsmentioning

confidence: 96%

Level of maternal education and performance of Black, South African infants on the 1996 Griffiths Mental Development Scale

Cockcroft

Amod²,

Soellaart³

2008

Afr. J. Psych

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IntroductionMaternal level of education and profession have not been well researched as mediating factors in infant development. The impact of maternal employment on child development remains a topic of much informal debate. Mothers who have a tertiary education are likely to enter professional occupations, and subsequently to belong to a middle to high socioeconomic group. This in turn influences access to financial resources, diet, health care and sanitary facilities, quality of education, exposure to books and technology, and familiarity with Western cultural mores, which are all likely to have an effect on child development and psychological functioning. 1,2,3 However, it has been demonstrated that maternal employment during the first three years of a child's life has a deleterious (albeit small) effect on the child's intellectual development. 4 The general increase in the employment of women over the past few years, together with the increase in single parent households, is suggested to afford parents less time and energy to invest in their children. Consequently, this paper reports on the results of a comparison between the performance of infants with educated, professionally employed mothers versus those with less educated, nonprofessional mothers, on the Griffiths Mental Development The study compared the performance on the Griffiths Mental Development Scales of Black, South African infants with mothers who had twelve or more years of education and who were professionally employed with infants of mothers with fewer than twelve years of education and who were employed in non-professional jobs. Method: The sample consisted of 40 infants (aged 13-16 months), to whom the Griffiths Mental Development Scales was administered. Results: The infants with professional mothers performed significantly better than their counterparts with non-professional mothers on the General Quotient, as well as on the Locomotor Scale. While maternal level of education did not appear to distinguish between infants in terms of social, fine motor, language, hearing, processing speed or practical reasoning, it did discriminate in terms of gross-motor functioning. Conclusion: It is suggested that, as the infant develops, the skills assessed by the Griffiths Scales, which are initially differentiated, become increasingly interrelated. Consequently, poor gross-motor skills, which may be more likely in infants from a low socio-economic status, may have far-reaching implications. Thus, it is important to consider maternal level of education and the socio-economic status background of the infant, as this may influence overall performance on the Scales.

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“…Diversos autores corroboram essa afirmação, destacando que a vulnerabilidade biológica apresentada por esses bebês nascidos pré-termo, associada a possíveis seqüelas, reflete-se especialmente nas áreas de motricidade, diminuindo o potencial do bebê para o desenvolvimento de suas habilidades motoras (Pearl & Donahue, 1995;Dammam et al, 1996;Fisberg, Anti & Yamashiro, 1997).…”

Section: Discussionunclassified

Comportamento exploratório de bebês nascidos pré-termo em situação de brincar

Lopes¹,

Martinez

Linhares

2008

Psicol. estud.

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RESUMO.O presente estudo teve por objetivo avaliar o comportamento exploratório em situação de brincar de 20 bebês nascidos pré-termo com muito baixo peso, aos 10 meses de idade cronológica corrigida, em grupos diferenciados quanto ao risco para problemas de desenvolvimento. A amostra foi dividida em dois grupos, de acordo com o desempenho no Teste de Denver-II, sendo oito bebês em risco de atraso no desenvolvimento (MBPR) e 12 bebês com desenvolvimento normal (MBPN). Foi realizada a observação sistemática da latência de resposta e dos comportamentos exploratórios dos bebês diante de brinquedos padronizados. Os resultados mostraram semelhanças entre os grupos quanto ao tempo de latência de resposta para explorar os brinquedos, a direção do olhar e vocalização. No entanto, os bebês MBPN olharam significativamente mais para a observadora, sorriram mais e permaneceram mais estáveis na posição sentada do que os bebês MBPR, o que facilitou a exploração dos brinquedos.Palavras-chave: pré-termo, muito baixo peso, comportamento exploratório. EXPLORATORY BEHAVIOR OF INFANTS BORN PRETERM IN PLAYING CONTEXTABSTRACT. The exploratory behavior within a playing setting of 20 preterm newborn infants, with low weight at birth, corrected chronological age of 10 months, is evaluated. Infants were organized in groups which were differentiated according to their development risks. The sample was divided into two groups according to the infants' Denver-II Test performance, or rather, 8 infants with delayed development risks (VLBW-R) and 12 infants with normal development (VLBW-N). Systematic observation of infants' response latency and exploratory behaviors with standard toys was carried out. Results showed similarities between the groups with regard to response latency time in toy exploration, gazing direction and vocalization. However, VLBW-N infants looked significantly more at the observer, smiled more and remained more stable in the sitting position than VLBW-R infants. These behaviors facilitated toy exploration.Key words: Preterm infants, low weight at birth, exploratory behavior. COMPORTAMIENTO EXPLORATORIO DE BEBÉS NACIDOS PRETÉRMINO EN SITUACIÓN DE JUGARRESUMEN. El presente estudio tiene por objeto evaluar el comportamiento exploratorio en situación de jugar de 20 bebés nacidos pretérmino, a los 10 meses de edad corregida, en grupos diferenciados en cuanto al riesgo para problemas de desarrollo. La muestra se ha dividido en dos grupos, de acuerdo con el desempeño en el Denver-II, con ocho bebés en riesgo de retraso en el desarrollo (MBPR) y 12 bebés con desarrollo normal (MBPN). Se ha realizado la observación sistemática de la latencia de respuesta y de los comportamientos exploratorios de los bebés frente a juguetes. Hubo semejanzas entre los grupos en cuanto al tiempo de latencia de respuesta para explorar los juguetes, la dirección de la mirada y vocalización. Sin embargo, los bebés MBPN miraron más significativamente hacia la observadora, sonrieron más y permanecieron más estables en la posición sentada que los bebés MB...

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Development of a Regional Cohort of Very‐low‐birthweight Children at Six Years: Cognitive Abilities Are Associated With Neurological Disability and Social Background

Cited by 87 publications

References 25 publications

Desenvolvimento cognitivo e linguagem em prematuros

Desenvolvimento cognitivo e linguagem em prematuros

Level of maternal education and performance of Black, South African infants on the 1996 Griffiths Mental Development Scale

Comportamento exploratório de bebês nascidos pré-termo em situação de brincar

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