Child development in a birth cohort: effect of child stimulation is stronger in less educated mothers
Child development in a birth cohort: effect of child stimulation is stronger in less educated mothers
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DOI：
10.1093/ije/dyp272
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发表时间：
2010-02-01
影响因子：
7.7
通讯作者：
Halpern, Ricardo
中科院分区：
文献类型：
--
作者：
Barros, Aluisio J. D.;Matijasevich, Alicia;Halpern, Ricardo
许多发展中国家的儿童健康状况得到改善，但也带来了新的挑战，包括充分发挥儿童的身体和智力潜力。本研究探讨了儿童的发展在一个出生队列，其心理社会的决定因素和相互作用与母亲的学校教育和经济地位。方法所有出生在巴西，佩尔蒂尼奥的儿童，在2004年，被招募到一个出生队列研究。这些儿童在出生时以及3个月、12个月和24个月时接受评估。在涉及3869名儿童的最后一次评估中，收集了有关社会经济和健康特征的详细信息。儿童的发展进行了评估，使用筛选版本的巴特尔的发展清单。记录认知刺激和社会互动的五个标记，并将其相加以形成范围为0-5的评分。研究的结果是平均发展分数和低性能（小于第10百分位的样本）。结果儿童发展与社会经济地位，母亲的学校教育和刺激。在得分为1的儿童中，被讲过一个故事和拥有一本书是最不常见的标记。这些孩子表现不佳的可能性是得分为5的孩子的8.3倍。刺激的效果在低学历母亲的孩子中要强得多，对于低学历母亲的孩子，每增加一个点，孩子的发展就增加1.7，而对于高学历母亲的孩子，只增加0.6。但强烈表明，适当设计的认知刺激可以对儿童产生重要影响，特别是那些母亲受教育程度低的儿童。
Background Child health has improved in many developing countries, bringing new challenges, including realization of the children's full physical and intellectual potential. This study explored child development within a birth cohort, its psychosocial determinants and interactions with maternal schooling and economic position.Methods All children born in Pelotas, Brazil, in 2004, were recruited to a birth cohort study. These children were assessed at birth and at 3, 12 and 24 months of age. In this last assessment involving 3869 children, detailed information on socio-economic and health characteristics was collected. Child development was assessed using the screening version of Battelle's Development Inventory. Five markers of cognitive stimulation and social interaction were recorded and summed to form a score ranging from 0-5. The outcomes studied were mean development score and low performance (less than 10th percentile of the sample).Results Child development was strongly associated with socio-economic position, maternal schooling and stimulation. Having been told a story and owning a book were the least frequent markers among children with score 1. These children were 8.3 times more likely to present low performance than those who scored 5. The effect of stimulation was much stronger among children from mothers with a low level of schooling-one additional point added 1.7 on the child's development for children of low-schooling mothers, whereas only 0.6 was added for children of high-schooling mothers.Conclusions Our stimulation markers cannot be directly translated into intervention strategies, but strongly suggest that suitably designed cognitive stimulation can have an important effect on children, especially those from mothers with low schooling.