Early child stimulation and attention-related executive functions at 11 years: 2004 Pelotas birth cohort study

Author(s)

Matijasevich, Alicia ^{[1, 2]} ; Pearson, Rebecca M. ^{[3, 4]} ; de Mola, Christian Loret ^[1] ; Maruyama, Jessica Mayumi ^[2] ; La Maison, Carolina ^[2] ; Munhoz, Tiago N. ^[1] ; Barros, Fernando C. ^{[1, 5]} ; Santos, Ina S. ^{[1, 6]} ; Barros, Aluisio J. D. ^[1]

Affiliation

^[1] Univ Fed Pelotas, Postgrad Program Epidemiol, Pelotas, RS - Brazil

^[2] Univ Sao Paulo, Dept Med Prevent, Fac Med FMUSP, Ave Dr Arnaldo 455, 2 Andar Sala 2166, BR-01246903 Sao Paulo, SP - Brazil

^[3] Univ Bristol, Sch Social & Community Med, Ctr Acad Mental Hlth, Bristol, Avon - England

^[4] Univ Oxford, Sect Child & Adolescent Psychiat, Dept Psychiat, Oxford - England

^[5] Univ Catolica Pelotas, Postgrad Program Hlth & Behaviour, Pelotas, RS - Brazil

^[6] Pontificia Univ Catolica Rio Grande do Sul, Sch Med, Postgrad Program Pediat & Child Hlth, Porto Alegre, RS - Brazil

• Document type: Journal article
• Source: EUROPEAN CHILD & ADOLESCENT PSYCHIATRY; v. 29, n. 9 NOV 2019.
• Web of Science Citations: 0

Abstract

The study aimed to explore associations between socioeconomic position (SEP) indicators, early child stimulation (ECS) and attention-related executive functions (EF) at age 11. Children born in Pelotas, Brazil, in 2004, were recruited to a birth cohort (n = 4231, non-response rate at recruitment < 1%) and followed from birth to age 11. SEP variables were family income and maternal schooling. At the 24 and 48-month follow-ups, five markers of cognitive stimulation and social interaction were recorded and positive answers were summed to a score ranging from 0 to 5. At age 11, attentional-switching and control, and selective-attention were assessed using the adapted Test-of-Everyday-Attention-for-Children (TEA-Ch). We used multivariable logistic regression models and mediation analysis to investigate potential mediator role of ECS in the association between SEP and EF. 3106 children were included in the analyses. Less than 7% of the more stimulated individuals showed low performance in attention-related EFs at age 11 compared with almost 20% in the bottom groups of stimulation. Higher child stimulation scores were associated with fewer impairments in attentional-control (OR adj 0.84; CI 95% 0.72-0.98) and attentional-switching (OR adj 0.85; CI 95% 0.73-0.99). Mediation analysis suggested that for attentional-switching, ECS mediated almost 20% of the total protective effect of maternal schooling for impaired EF. Assuming causal relationships, if maximum stimulation was provided to all children, the advantageous effect of maternal schooling on EF would be reduced by 47%. ECS may represent a protective factor for cognitive impairments in childhood and can be easily implemented at relatively low cost. (AU)

• FAPESP's process: 17/22723-5 - Repercussion of maternal depression on children's socioemotional competences in early adolescence: 2004 Pelotas birth cohort
• Grantee: Jessica Mayumi Maruyama
• Support Opportunities: Scholarships in Brazil - Doctorate (Direct)
• FAPESP's process: 14/13864-6 - Mental disorders, substance use and executive functions in early adolescence in a birth cohort
• Grantee: Alicia Matijasevich Manitto
• Support Opportunities: Regular Research Grants