Sociodemographic impact of variables on cognitive, language and motor development in very preterm infants
Background: In the last decades, the birth of premature babies has increased, it is important to know the impact of certain variables, especially in the most vulnerable groups. Purpose: To analyse the relationship of gestational age (GA), weight and sex of the children, as well as the educa- tional...
| Autores: | , , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | España |
| Recursos: | Universidad de Sevilla (US) |
| Repositorio: | idUS. Depósito de Investigación de la Universidad de Sevilla |
| OAI Identifier: | oai:idus.us.es:11441/138284 |
| Acesso em linha: | https://hdl.handle.net/11441/138284 https://doi.org/10.1016/j.pedn.2021.08.016 |
| Access Level: | acceso abierto |
| Palavra-chave: | Very preterm infants Development Parental education level Parental age Bayley-III Preschool |
| Resumo: | Background: In the last decades, the birth of premature babies has increased, it is important to know the impact of certain variables, especially in the most vulnerable groups. Purpose: To analyse the relationship of gestational age (GA), weight and sex of the children, as well as the educa- tional level and age of the parents with the cognitive, motor and language development of a group of very pre- term births, assessed at 36 months. Design and methods: The research followed a descriptive, observational and cross-sectional design. Children's de- velopment was measured using the Bayley-III Scale. Descriptive analysis, bivariate and linear regression models were carried out. Results: Although the cognitive, motor and language development is within average levels, worse results are ev- idenced in the group of extreme premature, as opposed to the very premature. Boys score lower than girls, with these differences being more pronounced in the motor area. It also shows how the education level of both parents is related to the levels of development at 3 years of age of children born very prematurely, especially in language. Conclusions: Lower GA, male sex and lower parental educational level are associated with higher risk of develop- mental difficulties. Practice implications: The findings of this study are relevant to clinical practice because they suggest to develop protocols of evaluation and the follow up of all premature children beyond 36 months, as well as developing spe- cific intervention programmes for the most vulnerable of the premature groups |
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