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

Background

Preterm 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).

Method

This 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.

Result

The 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.

Conclusion

The 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.