Reaching skills in six-month-old infants at environmental and biological risk

Abstract

Objectives To assess kinematic parameters and proximal and distal reaching adjustments of infants at biological or environmental risk and compare with reaching performance of six-month-old full-term infants without known risk factors. Methods This blinded cross-sectional study included 62 infants at six months of age divided into three independent groups: Group with no known risk factor (NRF), 28 full-terms with no risk factors; Low SES group (LSES):19 full-terms classified as low socioeconomic status and no biological risk; Very preterm group (VPT), 15 very preterm infants at six months corrected age and no environmental risk. Infants were placed in a reclined baby chair at 45°, and a malleable and unfamiliar object was presented to the infant at 5-second intervals to elicit reaching movements. Results Infants from LSES presented reaching duration (p = 0.032, Cohen’s f = 0.349) and movement unit (p = 0.033, Cohen’s f = 0.351) significantly higher than VPT group. Horizontal hand orientation was moderately associated with infants at environmental risk (p = 0.031; Cramer’s V = 0.30). Conclusion Infants of low socioeconomic status perform less functional reaching movements than very preterm infants at six months corrected age. Socioeconomic status may impact more on reaching skills than biological risk. Given the importance of reaching for infant development, low-cost public health strategies are needed to identify possible delays.

Parental Practices and Environmental Differences among Infants Living in Upper-Middle and High-Income Countries: A Cross-Sectional Study

“…This period is named the sensitive period because, at this time, a high level of neuroplasticity is present and, consequently, the infants are in an intensive process of neurogenesis, migration, synaptogenesis, axonal and dendritic growth, [ 4 ] and therefore able to receive, interpret, and respond to extrinsic stimuli [ 5 , 6 ]. In this way, parental practices, maternal and paternal education, socioeconomic status (SES), and the variety of stimulation offered in the home environment, i.e., extrinsic factors, can impact the child’s development, affecting motor and cognitive skills, learning, behavior, and, consequently, functionality [ 7 , 8 ].…”