The Relation of Medical Risk and Maternal Stimulation with Preterm Infants' Development of Cognitive, Language and Daily Living Skills

Smith, Karen E.; Swank, Paul R.; Denson, Susan E.; Landry, Susan H.; Baldwin, Constance D.; Wildin, Susan R.

doi:10.1111/j.1469-7610.1996.tb01481.x

Cited by 64 publications

(59 citation statements)

References 33 publications

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“…Furthermore, Field (1987) speculated that these patterns of overstimulation on the part of the mother and gaze aversion on the part of the preterm infant, can explain the relationships between preterm birth, differences in early mother-infant interaction and later, school-age behavioural and emotional problems including hyperactivity, limited attention span, and disturbed peer interactions. Field's hypothesis has been directly supported by a recent study by Smith et al (1996). They found that higher frequencies of maternal stimulation were related to slower changes between 6 and 12 months of age in the daily live skills of medically high-risk, very low birthweight infants.…”

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confidence: 75%

Early maternal stimulation and the development of cognitive competence and attention of preterm infants

Wijnroks

1998

Early Dev. Parent.

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The aim of the study was to investigate the relationship between several dimensions of maternal interactive behaviours, and cognitive development and attention in preterm infants. Of special interest was the question of whether high levels of maternal stimulation and activity may have negative consequences for the development of preterm infants. Sixty-six preterm infants and their mothers were followed longitudinally and videotaped in interaction situations at home, at the infant age of 6, 9 and 12 months. Mothers behaviours were scored on involvement, sensitive responsiveness, non-intrusiveness and level of activity. Moreover, infant cognitive status was assessed at 6, 12 and 24 months of age, using the Bayley Scales of Infant Development. Infant ability in problem solving and attention were assessed in two problem solving tasks at 18 and 24 months of age. The results showed that infant cognitive status at 12 and 24 months was best predicted by maternal involvement and infant responsiveness. No significant relationships were found between maternal interactive behaviours and infant ability in problem solving and attention. More importantly, there was no indication that high levels of maternal stimulation or intrusiveness may have a negative impact on later cognitive development and attention in preterm infants. © 1998 John Wiley & Sons, Ltd.Key words: mother-infant interaction; cognitive development; attention; prematurity Studies of mother -infant interaction during the infant's first year of life have consistently shown that the processes involved in early interaction and communication between a mother and her infant are different for preterm and fullterm dyads (Field, 1977;Brown and Bakeman, 1980;Crawford, 1982;Minde et al., 1985;Malatesta et al., 1986;Van Beek et al., 1994). Preterm infants are prone to minimal attentiveness, less smiling and vocalising, more gaze

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confidence: 75%

Early maternal stimulation and the development of cognitive competence and attention of preterm infants

Wijnroks

1998

Early Dev. Parent.

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“…On the other hand, mothers are the most important source of nutrition information for school-age children (Ivanovic et al 1989b(Ivanovic et al , 1991. The positive impact of maternal IQ may be related more to the quality of the stimulation of the child, which in conditions of poverty is strongly limited by both their lower schooling levels and IQ (Smith et al 1996;Sandiford et al 1997;Crandell & Hobson, 1999). Although paternal IQ had a significant impact on child IQ, it is important to underline that schoolage children of the high SES with low IQ are probably conditioned by their maternal IQ that was significantly lower in that of mothers belonging to the low SES and whose children had high IQ.…”

Section: Discussionmentioning

confidence: 99%

“…Studies of twins reared together and studies of unrelated individuals reared together yield sizable estimates of common family environmental influence in childhood, but also demonstrate that this influence dissipates with age and approaches zero in adulthood; in fact, twin studies of the major special mental abilities (verbal, spatial, perceptual speed and accuracy, memory) yield heritability estimates of about 0 : 50 and modest estimates of common environmental influence (Bouchard, 1998). Between environmental factors, the positive impact of parental IQ (specially maternal) on children's intelligence had been underlined and may be related more to the quality of the stimulation of the child, which in conditions of poverty is strongly limited by both their lower schooling levels and intelligence (Nelson & Deutschberger, 1970;Melhuish et al 1990;Carter et al 1992;Duncan et al 1994;Smith et al 1996;Sandiford et al 1997;Crandell & Hobson, 1999).…”

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confidence: 99%

Nutritional status, brain development and scholastic achievement of Chilean high-school graduates from high and low intellectual quotient and socio-economic status

et al. 2002

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The objective of the present study was to investigate the inter-relationships between nutritional status (past and current nutrition), brain development, and scholastic achievement (SA) of Chilean high-school graduates from high and low intellectual quotient (IQ) and socio-economic status (SES) (mean age 18 : 0 (SD 0 : 9) years). Results showed that independently of SES, highschool graduates with similar IQ have similar nutritional, brain development and SA variables. Multiple regression analysis between child IQ (dependent variable) and age, sex, SES, brain volume (BV), undernutrition during the first year of life, paternal and maternal IQ (independent variables) revealed that maternal IQ (P,0 : 0001), BV (P,0 : 0387) and severe undernutrition during the first year of life (P,0 : 0486), were the independent variables with the greatest explanatory power for child IQ variance (r 2 0 : 707), without interaction with age, sex or SES. Child IQ (P,0 : 0001) was the only independent variable that explained both SA variance (r 2 0 : 848) and academic aptitude test variance (r 2 0 : 876) without interaction with age, sex or SES. These results confirm the hypotheses formulated for this study that: (1) independently of SES, high-school graduates with similar IQ have similar variables of nutritional status, brain development and SA; (2) past nutritional status, brain development, child IQ and SA are strongly and significantly inter-related. These findings are relevant in explaining the complex interactions between variables that affect IQ and SA and can be useful for nutritional and educational planning.

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“…In a recent study, maternal requests that maintained rather than redirected infants' current focus of interest in a toy resulted in a greater increase in exploratory play for the high risk (HR) VLBW infants compared with low risk (LR) and FT infants (Landry, Garner, Swank, & Baldwin, 1996). Maternal sensitivity has been associated with more positive affect for preterm infants with severe respiratory complications (Plunkett & Meisels, 1989) and with growth in cognitive, language, and social abilities from 6 to 12 months of age for the VLBW infants included in the present article (Landry, Miller-Loncar, & Smith, in press;Smith, Landry, Swank, Baldwin, Denson, & Wildin, 1996). Reciprocal and responsive parenting across the first year of life may be particularly important for VLBW children because it models appropriate responding at an age when these infants are less capable of being responsive partners.…”

mentioning

confidence: 99%

Predicting cognitive-language and social growth curves from early maternal behaviors in children at varying degrees of biological risk.

Landry¹,

Smith²,

Miller-Loncar³

et al. 1997

Developmental Psychology

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349

296

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Growth modeling was used to examine the relation of early parenting behaviors (averaged across 6 and 12 months) with rates of change in children's cognitive-language and social response and initiating skills assessed at 6, 12, 24, and 40 months. Groups of full-term (n = 112) and very low birth weight children, divided into medically low (n = 114) and high risk (HR; n = 73), were included to evaluate whether children who vary in their rate of development are influenced in different ways by early parenting styles. Parenting behaviors that were sensitive to children's focus of interest and did not highly control or restrict their behaviors predicted greater increases and faster rates of cognitive-language and social development, with relations stronger for the HR versus the other two groups. These maternal behaviors may provide the support all infants need to establish an optimal early foundation for later development and the specific support HR children need to learn in spite of early attentional and organizational problems. Across the past several decades, studies have examined aspects of early parenting that promote children's competencies, such as cooperation, self-assertion, initiative, and independence in problem solving (e.g.

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The Relation of Medical Risk and Maternal Stimulation with Preterm Infants' Development of Cognitive, Language and Daily Living Skills

Cited by 64 publications

References 33 publications

Early maternal stimulation and the development of cognitive competence and attention of preterm infants

Early maternal stimulation and the development of cognitive competence and attention of preterm infants

Nutritional status, brain development and scholastic achievement of Chilean high-school graduates from high and low intellectual quotient and socio-economic status

Predicting cognitive-language and social growth curves from early maternal behaviors in children at varying degrees of biological risk.

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