[article]
| Titre : |
Parenting and cognitive and psychomotor delay due to small-for-gestational-age birth |
| Type de document : |
Texte imprimé et/ou numérique |
| Auteurs : |
Xiuhong LI, Auteur ; Rina D. EIDEN, Auteur ; Leonard H. EPSTEIN, Auteur ; Edmond D. SHENASSA, Auteur ; Chuanbo XIE, Auteur ; Xiaozhong WEN, Auteur |
| Année de publication : |
2017 |
| Article en page(s) : |
p.169-179 |
| Langues : |
Anglais (eng) |
| Mots-clés : |
Small-for-gestational-age appropriate-for-gestational-age children cognition psychomotor parenting |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Background To examine whether different dimensions of parenting at different ages help small-for-gestational-age (SGA) children ‘catch-up’ the normal children in cognition and psychomotor. Methods We analyzed data of 800 children born SGA and 3,000 children born appropriate-for-gestational-age (AGA) from the Early Childhood Longitudinal Study-Birth cohort. The Two Bag Task was used to measure 2-year or 4-year parenting dimensions. Children's reading, math, gross motor, and fine motor scores were assessed at 5 years. Multivariable linear regression models were fitted to test the interactions between SGA and 2-year or 4-year parenting dimensions on 5-year cognitive and psychomotor outcomes (dependent variables). Results There were significant interactions between SGA and early parenting on 5-year reading, math, and fine motor scores. The gap between SGA and AGA children in 5-year fine motor score was attenuated to null [?0.25 (95% confidence interval, ?0.41, ?0.09) vs. 0.03 (?0.13, 0.20)] when 2-year parental sensitivity score increased from 1 standard deviation (SD) below mean (Mean ? SD) to 1 SD above mean (Mean + SD). The gap between SGA and AGA children in 5-year fine motor [?0.28 (?0.44, ?0.13) vs. 0.06 (?0.09, 0.22)] and math [?1.32 (?2.27, ?0.37) vs. 0.20 (?0.77, 1.17)] scores was also attenuated to null when 4-year parental emotional support score increased from Mean ? SD to Mean + SD. In contrast, the gap between SGA and AGA children in 5-year reading score increased from 0.49 (?0.90, 1.88) to ?1.31 (?2.55, ?0.07) when 4-year parental intrusiveness score increased from Mean ? SD to Mean + SD. Similarly, the gap between SGA and AGA children in fine motor score increased with 4-year parental negative regard from 0.02 (?0.14, 0.18) to ?0.23 (?0.38, ?0.08). Conclusions Early high-quality parenting may buffer some adversity in long-term reading, math, and fine motor skills related to SGA birth, whereas low-quality parenting can amplify the adversity. |
| En ligne : |
http://dx.doi.org/10.1111/jcpp.12644 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299 |
in Journal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.169-179
[article] Parenting and cognitive and psychomotor delay due to small-for-gestational-age birth [Texte imprimé et/ou numérique] / Xiuhong LI, Auteur ; Rina D. EIDEN, Auteur ; Leonard H. EPSTEIN, Auteur ; Edmond D. SHENASSA, Auteur ; Chuanbo XIE, Auteur ; Xiaozhong WEN, Auteur . - 2017 . - p.169-179. Langues : Anglais ( eng) in Journal of Child Psychology and Psychiatry > 58-2 (February 2017) . - p.169-179
| Mots-clés : |
Small-for-gestational-age appropriate-for-gestational-age children cognition psychomotor parenting |
| Index. décimale : |
PER Périodiques |
| Résumé : |
Background To examine whether different dimensions of parenting at different ages help small-for-gestational-age (SGA) children ‘catch-up’ the normal children in cognition and psychomotor. Methods We analyzed data of 800 children born SGA and 3,000 children born appropriate-for-gestational-age (AGA) from the Early Childhood Longitudinal Study-Birth cohort. The Two Bag Task was used to measure 2-year or 4-year parenting dimensions. Children's reading, math, gross motor, and fine motor scores were assessed at 5 years. Multivariable linear regression models were fitted to test the interactions between SGA and 2-year or 4-year parenting dimensions on 5-year cognitive and psychomotor outcomes (dependent variables). Results There were significant interactions between SGA and early parenting on 5-year reading, math, and fine motor scores. The gap between SGA and AGA children in 5-year fine motor score was attenuated to null [?0.25 (95% confidence interval, ?0.41, ?0.09) vs. 0.03 (?0.13, 0.20)] when 2-year parental sensitivity score increased from 1 standard deviation (SD) below mean (Mean ? SD) to 1 SD above mean (Mean + SD). The gap between SGA and AGA children in 5-year fine motor [?0.28 (?0.44, ?0.13) vs. 0.06 (?0.09, 0.22)] and math [?1.32 (?2.27, ?0.37) vs. 0.20 (?0.77, 1.17)] scores was also attenuated to null when 4-year parental emotional support score increased from Mean ? SD to Mean + SD. In contrast, the gap between SGA and AGA children in 5-year reading score increased from 0.49 (?0.90, 1.88) to ?1.31 (?2.55, ?0.07) when 4-year parental intrusiveness score increased from Mean ? SD to Mean + SD. Similarly, the gap between SGA and AGA children in fine motor score increased with 4-year parental negative regard from 0.02 (?0.14, 0.18) to ?0.23 (?0.38, ?0.08). Conclusions Early high-quality parenting may buffer some adversity in long-term reading, math, and fine motor skills related to SGA birth, whereas low-quality parenting can amplify the adversity. |
| En ligne : |
http://dx.doi.org/10.1111/jcpp.12644 |
| Permalink : |
https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=299 |
|
Parenting and cognitive and psychomotor delay due to small-for-gestational-age birth in Journal of Child Psychology and Psychiatry, 58-2 (February 2017)
