Trends in Psychiatry and Psychotherapy
https://trends.org.br/article/doi/10.1590/2237-6089-2017-0008
Trends in Psychiatry and Psychotherapy
Original Article

Socioeconomic diversities and infant development at 6 to 9 months in a poverty area of São Paulo, Brazil

Diversidades socioeconômicas e o desenvolvimento infantil de 6 a 9 meses no estado de São Paulo, Brasil

Patricia Tella; Luciane da Rosa Piccolo; Mayra Lemus Rangel; Luis Augusto Rohde; Guilherme Vanoni Polanczyk; Euripides Constantino Miguel; Sandra Josefina Ferraz Ellero Grisi; Bacy Fleitlich-Bilyk; Alexandre Archanjo Ferraro

Downloads: 0
Views: 464

Abstract

Abstract Introduction The effects of socioeconomic disparities on cognitive development tend to emerge early in infancy and to widen throughout childhood, and may perpetuate later in life. Although the study of how poverty affects early childhood has increased in the last 20 years, many of the effects remain largely unknown, especially during the first year of life. Aim To investigate the influence of socioeconomic status (SES) and maternal education on infants’ language, motor and cognitive development. Methods The cognitive, language and motor skills of 444 infants aged 6 to 9 months selected from a poor neighborhood in São Paulo, Brazil, were evaluated using the Bayley Scales of Infant Development. A questionnaire on socioeconomic background was administered to the participants’ families. Results A positive association was found between SES and infants’ performance on language and motor scales. Additionally, higher maternal education was associated with higher language and cognitive scores. Conclusion Our findings indicate that SES effects are detectable very early in infancy. This result has implications for the timing of both screening and intervention efforts to help children overcome the consequences of living in poverty.

Keywords

Development, Bayley, infants, risk factors, socioeconomic status, maternal education

Resumo

Resumo Introdução Os efeitos das disparidades socioeconômicas no desenvolvimento cognitivo tendem a surgir no início da primeira infância e a se ampliar ao longo da infância, e podem perpetuar-se mais tardiamente. Embora estudos mostrando os efeitos deletérios de um menor nível socioeconômico (NSE) no desenvolvimento na primeira infância tenham aumentado nos últimos 20 anos, muitos desses efeitos ainda permanecem desconhecidos, especialmente durante o primeiro ano de vida. Objetivo Investigar a influência do NSE e da escolaridade materna no desenvolvimento linguístico, motor e cognitivo do bebê. Método Foram avaliadas as habilidades cognitivas, linguísticas e motoras de 444 lactentes com 6 a 9 meses de idade selecionados em um bairro de baixo NSE na zona oeste de São Paulo, Brasil, utilizando-se as Escalas Bayley de Desenvolvimento Infantil. Um questionário também foi administrado para coletar dados sobre o background socioeconômico das famílias das crianças participantes. Resultado Foi observada uma associação positiva entre NSE e o desempenho dos lactentes nas escalas de linguagem e desenvolvimento motor. Adicionalmente, maior educação materna esteve associada a escores mais altos nas escalas de desenvolvimento linguístico e cognitivo. Conclusão Os resultados deste estudo indicam que os efeitos do NSE são detectáveis muito cedo na primeira infância. Este resultado tem implicações para o timing de avaliações e intervenções que possam ajudar as crianças a superar as consequências de viver na pobreza.

Palavras-chave

Desenvolvimento, Bayley, lactentes, fatores de risco, nível socioeconômico, escolaridade materna

References

Steinmetz N. The development of children and the health of societies. Paediatr Child Health. 2010;15:11-2.

Hackman DA, Farah MJ, Meaney MJ. Socioeconomic status and the brain: mechanistic insights from human and animal research. Nat Rev Neurosci. 2010;11(9):651.

Handal AJ, Lozoff B, Breilh J, Harlow SD. Sociodemographic and nutritional correlates of neurobehavioral development: a study of young children in a rural region of Ecuador. Rev Panam Salud Publica. 2007;21:292-300.

Halpern R, Giugliani ERJ, Victora CG, Barros FC, Horta BL. Fatores de risco para suspeita de atraso no desenvolvimento neuropsicomotor aos 12 meses de vida. Rev Chil Pediatr. 2002;73:529-39.

Andraca I de, Pino P, La Parra A de, Rivera F, Castillo M. Factores de riesgo para el desarrollo psicomotor en lactantes nacidos en óptimas condiciones biológicas. Rev Saude Publica. 1998;32:138-47.

Noble KG, Farah MJ. Neurocognitive consequences of socioeconomic disparities: The intersection of cognitive neuroscience and public health. Dev Sci. 2013;16:639-40.

Noble KG, Houston SM, Brito NH, Bartsch H, Kan E, Kuperman JM. Family income, parental education and brain structure in children and adolescents. Nat Neurosci. 2015;18:773-8.

Noble KG, Engelhardt LE, Brito NH, Mack LJ, Nail EJ, Angal J. Socioeconomic disparities in neurocognitive development in the first two years of life. Dev Psychobiol. 2015;57:535-51.

Rosa Neto F, Caon G, Bissani C, Silva C, Silva MSE. Psychomotor characteristics of high neurological risk children from a follow-up program. Rev Bras Med. 2010;11:52-8.

Saúde da criança: acompanhamento do crescimento e desenvolvimento infantil. 2002.

Miranda LP, Resegue R, Figueiras AC de M. A criança e o adolescente com problemas do desenvolvimento no ambulatório de pediatria. J Pediatr. 2003;79:S33-42.

Piccolo LR, Falceto OG, Fernandes CL, Levandowski DC, Grassi-Oliveira R, Salles JF. Variáveis psicossociais e desempenho em leitura de crianças de baixo nível socioeconômico. Psicol Teor Pesq. 2012;28:389-98.

Piccolo LR, Fonseca RP, Arteche AX, Grassi-Oliveira R, Salles JF. Influence of family socioeconomic status on IQ, language, memory and executive functions of children. Psicol Reflex Crit. 2016;29.

Marturano EM. Recursos no ambiente familiar e dificuldades de aprendizagem na escola. Psicol Teor Pesq. 1999;15:135-42.

Ardila A, Rosselli M, Matute E, Guajardo S. The influence of the parents’ educational level on the development of executive functions. Dev Neuropsychol. 2005;28:539-60.

Rosselli M, Ardila A. The impact of culture and education on non-verbal neuropsychological measurements: A critical review. Brain Cogn. 2003;52:326-33.

Feldman R, Eidelman AI. Biological and environmental initial conditions shape the trajectories of cognitive and social-emotional development across the first years of life. Dev Sci. 2009;12:194-200.

Ermisch J, Francesconi M. The effect of parental employment on child schooling. J Appl Econom. 2013;28:796-822.

Caughy MO, DiPietro JA, Strobino DM, Santos LM, Santos CAS, Strina A. Day-care participation as a protective factor in the cognitive development of low-income children. Child Dev. 1994;65.

Haggerty RJ, Sherrod LR, Gamezy N, Rutter M. Stress, risk and resilience in children and adolescents: process, mechanisms and interventions. 2000.

Hackman DA, Farah MJ. Socioeconomic status and the developing brain. Trends Cogn Sci. 2009;13:65-73.

Farah MJ, Betancourt L, Shera DM, Savage JH, Giannetta JM, Brodsky NL. Environmental stimulation, parental nurturance and cognitive development in humans. Dev Sci. 2008;11:793-801.

Noble KG, McCandliss BD, Farah MJ. Socioeconomic gradients predict individual differences in neurocognitive abilities. Dev Sci. 2007;10:464-80.

Noble KG, Wolmetz ME, Ochs LG, Farah MJ, McCandliss BD. Brain-behavior relationships in reading acquisition are modulated by socioeconomic factors. Dev Sci. 2006;9:642-54.

Brito NH, Noble KG. Socioeconomic status and structural brain development. Front Neurosci. 2014;8.

Tomalski P, Moore DG, Ribeiro H, Axelsson EL, Murphy E, Karmiloff-Smith A. Socioeconomic status and functional brain development - associations in early infancy. Dev Sci. 2013;16:676-87.

Hart B, Risley TR. Meaningful differences in the everyday experience of young American children. 1995.

Melvin SA, Brito NH, Mack LJ, Engelhardt LE, Fifer WP, Elliott AJ. Home environment, but not socioeconomic status, is linked to differences in early phonetic perception ability. Infancy. 2017;22:42-55.

Evans GW, Fuller-Rowell TE. Childhood poverty, chronic stress, and young adult working memory: the protective role of self-regulatory capacity. Dev Sci. 2013;16:688-96.

Evans GW, Schamberg MA. Childhood poverty, chronic stress, and adult working memory. Proc Natl Acad Sci U S A. 2009;106:6545-9.

Zorzi JL. Aspectos básicos para comprrensão, disgnóstico e prevenção dos distúrbios de linguagem na infância. Rev CEFAC. 2000;2:11-5.

Hoff E. Interpreting the early language trajectories of children from low-SES and language minority homes: Implications for closing achievement gaps. Dev Psychol. 2013;49:4-14.

Hoff E. The specificity of environmental influence: socioeconomic status affects early vocabulary development via maternal speech. Child Dev. 2003;74:1368-78.

Hoff E. How social contexts support and shape language development?. Dev Rev. 2006;26:55-88.

Hoff E, Tian C. Socioeconomic status and cultural influences on language. J Commun Disord. 2005;38:271-8.

Duursma E, Augustyn M, Zuckerman B. Reading aloud to children: the evidence. Arch Dis Child. 2008;93(7):554.

Foy JG, Mann V. Home literacy environment and phonological awareness in preschool children: differential effects for rhyme and phoneme awareness. Appl Psycholinguist. 2002;24:59-88.

Haney M, Hill J. Relationships between parent-teaching activities and emergent literacy in preschool children. Early Child Dev Care. 2004;174:215-28.

Senechal M, LeFevre J-A. Parental involvement in the development of children’s reading skill: a five-year longitudinal study. Child Dev. 2002;73:445-60.

Raviv T, Kessenich M, Morrison FJ. A mediational model of the association between socioeconomic status and three-year-old language abilities: the role of parenting factors. Early Child Res Q. 2004;19:528-47.

Grieshaber S, Shield P, Luke A, Macdonald S. Family literacy practices and home literacy resources: an Australian pilot study. J Early Child Lit. 2011;12:113-38.

El Nokali NE, Bachman HJ, Votruba-Drzal E. Parent involvement and children’s academic and social development in elementary school. Child Dev. 2010;81:988-1005.

Pampel FC, Krueger PM, Denney JT. Socioeconomic disparities in health behaviors. Annu Rev Sociol. 2010;36:349-70.

Brito NH, Fifer WP, Myers MM, Elliott AJ, Noble KG. Developmental cognitive neuroscience associations among family socioeconomic status, EEG power at birth, and cognitive skills during infancy. Dev Cogn Neurosci. 2016;19:144-51.

Halle T, Forry N, Hair E, Perper K, Wandner L, Wessel J, Vick J. Disparities in early learning and development: lessons from the Early Childhood Longitudinal Study--Birth Cohort (ECLS-B). Child Trends. 2009;43:345-57.

Grantham-McGregor S, Cheung YB, Cueto S, Glewwe P, Richter L, Strupp B. Developmental potential in the first 5 years for children in developing countries. Lancet. 2007;369:60-70.

Collins PY, Patel V, Joestl SS, March D, Insel TR, Daar AS. Grand challenges in global mental health. Nature. 2011;475:27-30.

Ferraro AA, Rohde LA, Polanczyk GV, Argeu A, Miguel EC, Grisi SJFE. The specific and combined role of domestic violence and mental health disorders during pregnancy on new-born health. BMC Pregnancy Childbirth. 2017;17.

Halpern R, Barros FC, Horta BL, Victora CG. Desenvolvimento neuropsicomotor aos 12 meses de idade em uma coorte de base populacional no Sul do Brasil: diferenciais conforme peso ao nascer e renda familiar. Cad Saude Publica. 1996;12:S73-8.

Miguel EC, Rohde LA. Novas ferramentas na compreensão do desenvolvimento infantil: a interação gene-ambiente e a conectividade neuronal [research project]. 2008.

Bayley N. Bayley scales of infant development. 1993.

Madaschi CSPV, Madaschi V, Silvestre PC, Financeiro A. Medidas de avaliação do desenvolvimento infantil: uma revisão da literatura nos últimos 5 anos. Cad Dist Desenv. 2011;11:52-6.

Madaschi V, Mecca TP, Macedo EC, Paula CS, Madaschi V, Mecca TP. Bayley-III Scales of Infant and Toddler Development: transcultural adaptation and psychometric properties. Paid. 2016;26:189-97.

Critério de Classificação Econômica Brasil. 2009.

Olsen J, Frische G. Social differences in reproductive health. Scand J Soc Med. 1993;21:90-7.

Brito NH, Piccolo LR, Noble KG. Associations between cortical thickness and neurocognitive skills during childhood vary by family socioeconomic factors. Brain Cog. 2017;116:54-62.

Fernald LCH, Weber A, Galasso E, Ratsifandrihamanana L. Socioeconomic gradients and child development in a very low income population: evidence from Madagascar. Dev Sci. 2011;14:832-47.

Fernald A, Marchman VA, Weisleder A. SES differences in language processing skill and vocabulary are evident at 18 months. Dev Sci. 2013;16:234-48.

Lipina S, Segretin S, Hermida J, Prats L, Fracchia C, Camelo JL. Linking childhood poverty and cognition: Environmental mediators of non-verbal executive control in an Argentine sample. Dev Sci. 2013;16:697-707.

Noble KG, Tottenham N, Casey BJ. Neuroscience perspectives on disparities in school readiness and cognitive achievement. Future Child. 2005;15:71-89.

Pungello EP, Iruka IU, Dotterer AM, Mills-Koonce R, Reznick JS. The effects of socioeconomic status, race, and parenting on language development in early childhood. Dev Psychol. 2009;45:544-57.

Johnson SB, Riis JL, Noble KG. State of the art review: poverty and the developing brain. Pediatrics. 2016;137:1-10.

Graff J, Mansuy IM. Epigenetic codes in cognition and behaviour. Behav Brain Res. 2008;192:70-87.

Trzaskowski M, Harlaar N, Arden R, Krapohl E, Rimfeld K, McMillan A. Genetic influence on family socioeconomic status and children’s intelligence. Intelligence. 2014;42:83-8.

Castaño J. Bases neurobiológicas del language y sus alteraciones. Rev Neurol. 2003;36:781-5.

Schirmer CR, Fontoura DR, Nunes ML. Distúrbios da aquisição da linguagem e da aprendizagem. J Pediatr. 2004;80:95-103.

Eickmann SH, Lira PIC, Lima M de C, Coutinho SB, Teixeira M de LPD, Ashworth A. Breast feeding and mental and motor development at 12 months in a low-income population in northeast Brazil. Paediatr Perinat Epidemiol. 2007;21:129-37.

Biscegli TS, Polis LB, Santos LM dos, Vicentin M. Avaliação do estado nutricional e do desenvolvimento neuropsicomotor em crianças freqüentadoras de creche. Rev Paul Pediatr. 2007;25:337-42.

Cho J, Holditch-Davis D, Belyea M. Gender, ethnicity, and the interactions of prematurely born children and their mothers. J Pediatr Nurs. 2004;19:163-75.

Kuo AA, Franke TM, Regalado M, Halfon N. Parent report of reading to young children. Pediatrics. 2004;113(6^sSuppl):1944-51.

Skibbe LE, Justice LM, Zucker TA, McGinty AS. Relations among maternal literacy beliefs, home literacy practices, and the emergent literacy skills of preschoolers with specific language impairment. Early Educ Dev. 2008;19:68-88.

Perez-Escamilla R, Pollitt E. Causes and consequences of intrauterine growth retardation in Latin America. Bull Pan Am Health Organ. 1992;26:128-47.

Gajewska E, Baraska E, Sobieska M, Moczko J. Motor performance in the third, not the second month, predicts further motor development. J Mot Behav. 2015;47:246-55.

McLoyd VC. Socioeconomic disadvantage and child development. Am Psychol. 1998;53:185-204.

Duncan GJ, Magnuson K. Socioeconomic status and cognitive functioning: Moving from correlation to causation. Wiley Interdiscip Rev Cogn Sci. 2012:377-86.

Duncan GJ, Magnuson K, Votruba-Drzal E. Boosting family income to promote child development. Futur Child. 2014;24:99-120.

Fletcher J, Frisvold D. Higher education and health investments: does more schooling affect preventive health care use?. J Hum Cap. 2009;3:144-76.

Chou S-Y, Liu J-T, Grossman M, Joyce T. Parental education and child health: evidence from a natural experiment in Taiwan. Am Econ J Appl Econ. 2010;2:33-61.

Dubow EF, Boxer P, Huesmann LR. Long-term effects of parents’ education on children’s educational and occupational success: mediation by family interactions, child aggression, and teenage aspirations. NIH Public Access. 2009;55:224-49.

Dworkin PH. British and American recommendations for developmental monitoring: the role of surveillance. Pediatrics. 1989;84:1000-10.

Valman HB. Development surveillance at 6 weeks. Br Med J. 1980;280:1000-2.

Kraemer HC, Yesavage JA, Taylor JL, Kupfer D. How can we learn about developmental processes from cross-sectional studies, or can we?. Am J Psychiatry. 2000;157:163-71.

6169bfc5a953954e56359b55 trends Articles
Links & Downloads

Trends Psychiatry Psychother

Share this page
Page Sections