Association of maternal scaffolding to maternal education and cognition in toddlers born preterm and full term

Abstract

Background Parental behavior described as “scaffolding” has been shown to influence outcomes in at-risk children. The purpose of this study was to compare maternal verbal scaffolding in toddlers born preterm and full term. Methods The scaffolding behavior of mothers of toddlers born preterm and healthy full term was compared during a 5 minute videotaped free play session with standardized toys. We compared two types of scaffolding and their associations with socio-demographic, neonatal medical factors, and cognition. Results The mothers of toddlers born full term used more complex scaffolding. Maternal education was associated with complex scaffolding scores for the preterm children only. Specifically, the preterm children who were sicker in the neonatal period, and whose mothers had higher education, used more complex scaffolding. In addition, children born preterm who had less days of ventilation, had higher cognitive scores when their mothers used more complex scaffolding. Similarly, cognitive and scaffolding scores were higher for children born full term. Discussion Our findings highlight early differences in mother-child interactive styles of toddlers born preterm compared to full term. Teaching parents play methods that support early problem solving skills may support a child’s method of exploration and simultaneously their language development.

Validação de conteúdo: clareza/pertinência, fidedignidade e consistência interna de sinais enunciativos de aquisição da linguagem

“…Many instruments are used in the international literature on language disorder clinic, for the evaluation of language, but few in the national literature, especially regarding the early detection of risk for language disorders (10) . Regarding the risk of progression to language disorder, there are many studies on language and development comparing pre-terms to children born at term in the international literature (11)(12)(13)(14) . In the national literature, some studies have addressed the standardization of tests such as Denver II (15,16) , and other instruments created in Brazil (17)(18)(19)(20) .…”

Prematuridade, Funções Executivas e Qualidade dos Cuidados Parentais: Revisão Sistemática de Literatura

“…Ademais, a maioria dos estudos que investiga os efeitos da qualidade dos cuidados parentais em crianças prematuras não tem procurado analisar as FE propriamente ditas, mas as competências cognitivas aproximadas. Dos estudos analisados, apenas quatro Frye, Malmberg, Swank, Smith, & Landry , 2010;Landry, Miller-Loncar, Smith, & Swank, 2002;Lowe, Erickson, Maclean, Schrader, & Fuller, 2013) especificaram na sua amostra a prevalência de prematuridade, não sendo essa informação referida nos restantes. Não obstante, dado o caráter inovador dos artigos analisados para o maior conhecimento da relação entre comportamentos interativos pais-filhos e desenvolvimento das FE, além de assumir-se que associações semelhantes poderão ocorrer em crianças prematuras, esses estudos foram considerados na presente revisão.…”

“…Além da influência da qualidade dos cuidados parentais no desenvolvimento das FE das crianças e na organização neuroanatômica, vários autores encontraram um fenômeno de bidirecionalidade em que também o próprio temperamento e funcionamento executivo da criança influenciavam a qualidade dos cuidados parentais (Blair et al, 2014;Clark et al, 2008;Hane & Fox, 2006;Lowe et al, 2013). Assim, não só o ambiente determina o desenvolvimento das FE da criança como também a qualidade das FE irá influenciar a resposta do ambiente onde a criança se desenvolve.…”

Efeitos da prematuridade na aquisição da linguagem e na maturação auditiva: revisão sistemática

“…Corrected age translates the adjustment of chronological age according to the degree of prematurity, and is assessed by means of the Capurro or New Ballard method (7) . Due to this interest, several authors have identified abnormal neurological signs during these infants' first year of age, although the studies encounter difficulties in predicting if these signs are definitive or temporary (4)(5)(6)(7)(8) . It is observed that premature infants are at greater risk of development deficits than full-term infants, as the chances of premature infants presenting disabilities in cognitive and attention development and self-regulation are higher.…”

“…It is observed that premature infants are at greater risk of development deficits than full-term infants, as the chances of premature infants presenting disabilities in cognitive and attention development and self-regulation are higher. These issues tend to continue throughout childhood, having been associated with learning and attention disabilities and behavioral problems (3)(4)(5)(6)(7)(8) . Thus, we highlight the importance of studying the development of preterm infants within a context guided by association with different risk factors, which involve variables such as the birth and the outcomes of the infant's clinical conditions during hospitalization (1) .…”