Neurodevelopmental delay in children exposed to maternal SARS-CoV-2 in-utero

Scientific Reports, Год журнала: 2024, Номер 14(1)

Опубликована: Май 24, 2024

Abstract It is unclear if SARS CoV-2 infection during pregnancy associated with adverse neurodevelopmental repercussions to infants. We assessed pediatric outcomes in children born mothers laboratory-confirmed pregnancy. Neurodevelopmental of in-utero exposed were compared that pre-pandemic control Los Angeles (LA), CA, USA and Rio de Janeiro, Brazil. Bayley Scales Infant Toddler Development, 3rd edition (Bayley-III), the gold standard tool for evaluating neurodevelopment until 36 months age Ages Stages Questionnaires (ASQ-3), a frequently used screening instrument this same group assessment tools used. Developmental delay (DD) was defined as having score < − 2 SD below norm (< 70) at least one three Bayley-III domains, (cognitive, motor or language) cut-off (dark zone) five ASQ-3 domains (communication, gross motor, fine problem solving, personal-social). Exposed between April 2020 December 2022 while January 2016 2019. testing performed 300 total: 172 COVID-19 5–30 128 6–38 age. results demonstrated 12 (9.4%) had DD versus controls (1.6%), p = 0.0007. Eight 44 additional on testing. Fully, 20 (11.6%) 0.0006 DD. In Rio, 12% 2.6% controls, 0.02 LA, 5.7% 0 0.12 Severe/critical maternal predicted average cohort (OR 2.6, 95% CI 1.1–6.4). Children antenatal have tenfold higher frequency should be offered follow-up.

Язык: Английский

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Behavioural Changes of Late Talkers During the Covid‐19 Pandemic, One Year Follow‐Up From a Community Sample

Journal of Paediatrics and Child Health, Год журнала: 2025, Номер unknown

Опубликована: Янв. 28, 2025

ABSTRACT Aim Global threats to child health and well‐being, compounded by the COVID‐19 pandemic, have put development at grave risk. This study aimed observe behavioural changes of children with isolated language delays from a paediatric outpatient clinic as community sample during pandemic 1‐year follow‐up. Methods Patients admitted paediatrics due were included in study. The Ages Stages Questionnaire Child Behaviour Checklist‐1½‐5 implemented baseline 1 year later. All families provided information on developmental supportive strategies called 3‐month intervals for Results Eighty‐three initially this prospective completed 66.3% retention rate after year. mean initial age was 30 ± 5.1 months. Internalising behaviour problems high enough concern all problem scores decreased ( p < 0.001). proportion borderline or clinical internalising also 69.1% 5.5% year, most had normal development. Conclusions Late talkers experienced some outcomes these who attended better follow‐up, even pandemic. management young crisis should include providing support consistently through healthcare system optimise functioning.

Язык: Английский

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‘I just had to park up at the hospital and leave her’: A retrospective interview study of pregnancy, birth and parenting during the COVID-19 pandemic restrictions

Journal of family & child health., Год журнала: 2025, Номер 2(1), С. 20 - 29

Опубликована: Янв. 2, 2025

Lockdown restrictions during the COVID-19 pandemic had a negative impact on many aspects of people's lives. In UK, evidence showed higher rates stress and depression among parents restrictions. Disruption to early years education affected preschoolers' language cognitive development, associations between parental health child behaviour were apparent. The longer-term consequences infants born restrictions, who are now approaching school age, not yet known. This study focused parents' retrospective reflections pandemic, aimed explore effects lockdown children families. followed retrospective, qualitative interview design. Recruitment sampling ensured views gathered from people different genders, sexual orientations, birth/adoptive status geographic areas. Seventeen participants interviewed. Three overarching themes emerged: navigating antenatal postnatal care alone; difficult decisions when caring for an infant long shadow family. Major issues which emerged included attending appointments – in some cases giving birth limited care; disrupted leave; changes employment strained relationships. event future should accommodate couples same household more pragmatically, children's developmental checks be deprioritised. Finally, as part post-pandemic provision, in-person consistent provision remain vital services must acknowledged

Язык: Английский

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COVID-19 Pandemic and the Developmental Health of Kindergarteners

JAMA Pediatrics, Год журнала: 2025, Номер unknown

Опубликована: Март 10, 2025

Importance Recent studies have associated the COVID-19 pandemic with negative developmental outcomes in children. However, research focused on young children remains limited, few including multiple years of pre- and postpandemic onset data. Objective To examine impact US kindergarteners’ health. Design, Setting, Participants This repeated cross-sectional panel study examined health trends, as measured by Early Development Instrument (EDI), among a convenience sample kindergarteners from 2010 to 2023. EDI data were obtained 390 school districts across 19 states. Data analyzed June December 2024. Exposure Kindergarteners’ was compared between prepandemic (2018 2020) (2021 2023) cohorts. Main Outcomes Measures scores time 5 domains: (1) physical well-being, (2) social competence, (3) emotional maturity, (4) language cognitive development, (5) communication general knowledge. The mean (95% CI) assessed. Results In this 475 740 kindergarten students, 242 869 male (51.1%), there 53 841 African American or Black students (11.4%), 263 037 Hispanic Latino/a (55.5%), 95 258 White (20.1%), (SD) age 6 (0.4) (range, 4.0-8.0 years). Compared immediate period, rate change significantly lower following development (mean change, −0.45; 95% CI, −0.48 −0.43), competence −0.03; −0.06 −0.01), knowledge −0.18; −0.22 −0.15). higher maturity 0.05; 0.03 0.07), no significant changes observed well-being domain 0; −0.01 0.02). Conclusions Relevance varying kindergarteners. Negative trends existed immediately before pandemic, most persisting slowing onset. These results highlight troubling both during more information is needed understand why are worsening over time.

Язык: Английский

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Early childhood development in México before and after the Covid-19 pandemic: national results from 2018 to 2021

Deleted Journal, Год журнала: 2025, Номер 22(1)

Опубликована: Апрель 12, 2025

Язык: Английский

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Developmental differences in infants due to parental caregiving anxiety and parents’ parenting knowledge during the COVID-19 pandemic in South Korea

Journal of Human Behavior in the Social Environment, Год журнала: 2025, Номер unknown, С. 1 - 17

Опубликована: Фев. 4, 2025

Язык: Английский

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Weaning and separation in a time of cyborgs

Journal of Child Psychotherapy, Год журнала: 2025, Номер unknown, С. 1 - 19

Опубликована: Март 18, 2025

Язык: Английский

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The effect of exposure to the COVID-19 pandemic on nutritional status and cognitive, motor, and behavioural development among children aged 20 months in rural Bangladesh: A repeated cross-section study between 2020 and 2022

PLoS ONE, Год журнала: 2025, Номер 20(3), С. e0309836 - e0309836

Опубликована: Март 18, 2025

Past studies have documented detrimental effects of the COVID-19 pandemic on learning and mental health preschool- school-age children. Few examined younger children's development, though this age group is extremely sensitive to economic shocks. We assessed exposure cognitive, language, motor development; behaviour; growth among toddlers in rural Bangladesh. estimated average differences between two repeated cross-sectional surveys children mothers living same villages. The first survey included 20-month-old 2019 2020 (unexposed group). second took place a randomly-selected subset villages 2022 children, who had experienced pandemic-related lockdowns from approximately mid-gestation through their year (exposed Both used similar inclusion criteria developmental assessments (Bayley's Scales Infant Toddler Development), behaviour observations, field protocols. exposed (N = 526) lower cognitive [Effect size -0.45 (95% CI -0.63 -0.27)] [-0.55 (-0.73 -0.37)] composite scores, compared unexposed 1344). They were also observed be less responsive examiner [-0.29 (-0.48 -0.11)], happy [-0.37 (-0.55 -0.19)], vocal [-0.57 -0.4)] cooperative [-0.42 (-0.6 -0.24)]. increased depression with primary education or but not better educated mothers. Children showed larger across groups development than those detrimentally affected skills young Disadvantaged appears vulnerable Without intervention these deficits will likely lead later problems health.

Язык: Английский

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Exclusive breastfeeding modifies the association between maternal education and child development: a cross-sectional study nested in a cohort

Jornal de Pediatria, Год журнала: 2025, Номер unknown

Опубликована: Апрель 1, 2025

Low maternal education is a risk factor for early childhood development (ECD), while exclusive breastfeeding (EBF) protective factor. This study examined the association between and ECD outcomes such as cognitive, language, motor domains whether EBF modifies this in Brazil. cross-sectional analyzed data from non-probabilistic sample of 12-month-old infants born during COVID-19. Moderation analyses using Mann-Whitney test effect at 6 months (effect modifier) on relationship Bayley-III scores well Bayley Global Score (BGS) (outcomes) (independent variable). The size (r) sensitivity analysis modifier was estimated. A total 269 full-term were evaluated. Higher associated with better BGS (p < 0.00). higher cognitive 0.01), language 0.02), modified low (<10 years; 10-12 years) score BGS. Among mothers >10 years education, large observed (r = 0.51), medium noted domain 0.38). domains, can modify lower first to identify mechanism protect adverse conditions education.

Язык: Английский

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Impacto de la enseñanza aprendizaje y rendimiento académico en tiempos de covid y post covid -19 en niños y adolescentes

MQRInvestigar, Год журнала: 2024, Номер 8(1), С. 4712 - 4728

Опубликована: Март 14, 2024

La era marcada por la pandemia de COVID-19, dinámica del proceso enseñanza-aprendizaje y el rendimiento académico niños adolescentes se han visto sometidos a desafíos sin precedentes, ahí propósito tema investigar que tuvo como objetivo demostrar impacto enseñanza aprendizaje en tiempos covid post -19 adolescentes. metodología aplicada fue documental tipo descriptivo basándose búsqueda artículos, las bases datos PubMed, SciELO, Elsevier, Google Scholar, Redalyc, Springer, cuales utilizaron los términos MeSH, “rendimiento académico”, “métodos enseñanza”, “adolecentes”, “post-covid-19”, “niños”, “covid-19”. Los resultados obtenidos destacan necesidad brindar apoyo estudiantes familias durante periodos distanciamiento social, señalando desigualdades pérdida asociadas con educación ingresos padres, aunque escuela no vio afectado todos casos. frecuente aparición ansiedad depresión refleja una carga considerable problemas emocionales esta población, evidenciando complejidad su adaptación experiencias vividas pandemia. En conclusión, implementación plataformas virtuales ha destacado diversidad impactos ámbito educativo global. Mientras algunos países experimentan positivos, otros enfrentan notables, desde académicas hasta consecuencias significativas

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