TY - JOUR
T1 - Parenting and cognitive and psychomotor delay due to small-for-gestational-age birth
AU - Li, Xiuhong
AU - Eiden, Rina D.
AU - Epstein, Leonard H.
AU - Shenassa, Edmond D.
AU - Xie, Chuanbo
AU - Wen, Xiaozhong
N1 - Publisher Copyright:
© 2016 Association for Child and Adolescent Mental Health.
PY - 2017/2/1
Y1 - 2017/2/1
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=84992467271&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84992467271&partnerID=8YFLogxK
U2 - 10.1111/jcpp.12644
DO - 10.1111/jcpp.12644
M3 - Article
C2 - 27678110
AN - SCOPUS:84992467271
SN - 0021-9630
VL - 58
SP - 169
EP - 179
JO - Journal of Child Psychology and Psychiatry and Allied Disciplines
JF - Journal of Child Psychology and Psychiatry and Allied Disciplines
IS - 2
ER -
