Sociodemographic impact of variables on cognitive, language and motor development in very preterm infants
Jenifer Palomo‐Osuna, María Dolores Lanzarote-Fernández, Alejandro Salazar, Eva María Padilla-Muñoz
Abstract
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 educational level and age of the parents with the cognitive, motor and language development of a group of very preterm births, assessed at 36 months. DESIGN AND METHODS: The research followed a descriptive, observational and cross-sectional design. Children's development 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 evidenced 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 developmental 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 specific intervention programmes for the most vulnerable of the premature groups.