Socio‐familial environment influence on cognitive and language development in very preterm children

Abstract

AbstractBackgroundPreterm children are at increased risk of cognitive and language delay compared with term‐born children. While many perinatal factors associated with prematurity are well established, there is limited research concerning the influence of the socio‐familial environment on the development of preterm children. This study aims to assess the relative impact of perinatal and socio‐familial risk factors on cognitive and language development at 2 years corrected age (CA).MethodThis retrospective cross‐sectional study included preterm infants with a gestational age <32 weeks and/or a birth weight <1500 g, who underwent neurodevelopmental assessment at 2 years CA. Cognitive and language scores were assessed using the Bayley Scales of Infant–Toddler Development, third edition. Adjusted odds ratios (aORs) with 95% confidence intervals (CIs) were calculated using a multivariable model to examine the relationship between developmental delays and perinatal and socio‐familial factors.ResultThe prevalence of language delay was negatively associated with daycare attendance (aOR: 0.25, 95% CI: 0.07–0.85, p < 0.05) and high maternal educational levels (aOR: 0.24, 95% CI: 0.05–0.93, p < 0.05) and positively associated with bilingual environments (aOR: 5.62, 95% CI: 1.46–24.3, p < 0.05). Perinatal and postnatal risk factors did not show a significant impact on cognitive or language development.ConclusionThe development of language appears to be more influenced by the socio‐familial environment than by early perinatal and postnatal factors associated with prematurity. These findings highlight the importance of considering socio‐familial factors in the early identification and intervention of language delay among preterm children.