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Parental cognitive stimulation in preterm-born children’s neurocognitive functioning during the preschool years: a systematic review

Pediatric Research volume 94, pages 1284–1296 (2023)Cite this article

Abstract

In the United States, survival rates for preterm neonates (<37 weeks of gestation) have tripled in recent years. In parallel, preterm-born children show poorer performance in neurocognitive functioning compared to their full-term peers (≥39 weeks of gestation), and biological models predicting preterm-born children’s neurocognitive performance have been met with limited success, highlighting a need to focus on environmental factors. Thus, this systematic review examines the literature on parental cognitive stimulation in relation to preterm-born children’s neurocognitive outcomes. Studies were considered for inclusion if they included a sample of preterm-born children, included a measure of parental cognitive stimulation, and included a measure of child neurocognitive performance. The databases searched were PubMed, PsychINFO, CINAHL, ProQuest, and Scopus. Eight studies were included (44 unique associations). Findings suggest that preterm-born children’s language skills might be open to a wide range of qualitative and quantitative features of parental cognitive stimulation. Our findings suggest that parental cognitive stimulation matters for preterm-born children’s neurocognitive performance. Future experiential models should examine the mechanistic roles of cognitive stimulation in relation to narrowed neurocognitive outcomes to better inform possible prevention and intervention efforts.

Impact

  • This systematic review examines the literature on parental cognitive stimulation in relation to preterm-born children’s neurocognitive outcomes.

  • Our review demonstrates that preterm-born children’s language skills might be open to a wide range of qualitative and quantitative features of parental cognitive stimulation.

  • The emphasis on environmental factors might ultimately better inform possible prevention and intervention efforts for children at risk as they transition to formal schooling.

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Acknowledgements

The authors would like to thank Jennifer DeBerg, health sciences librarian, and Kelly Hangauer, education librarian, for their help developing search strategies and Laxmi Annapureddy for her help with the establishment of inclusion criteria and reliability.

Funding

P.M.N. was supported by the National Institute of General Medical Science (Grant T32GM108540).

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Authors and Affiliations

  1. Department of Psychological and Brain Sciences, University of Iowa, Iowa city, IA, USA

    Paige M. Nelson & Ö. Ece Demir-Lira

  2. Stead Family Department of Pediatrics, University of Iowa, Iowa City, IA, USA

    Ö. Ece Demir-Lira

  3. DeLTA Center, University of Iowa, Iowa City, IA, USA

    Ö. Ece Demir-Lira

  4. Iowa Neuroscience Institute, University of Iowa, Iowa City, IA, USA

    Ö. Ece Demir-Lira

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  1. Paige M. Nelson
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P.M.N. conceptualized and designed the study, designed the data collection instruments, reviewed the articles, extracted data, performed the quality appraisal, and drafted the initial manuscript. Ö.E.D.-L. conceptualized and designed the study, coordinated and supervised data collection, and contributed to drafting the initial manuscript. All authors reviewed and revised the manuscript, approved the final manuscript as submitted, and agree to be accountable for all aspects of the work.

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Correspondence to Paige M. Nelson.

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Nelson, P.M., Demir-Lira, Ö.E. Parental cognitive stimulation in preterm-born children’s neurocognitive functioning during the preschool years: a systematic review. Pediatr Res 94, 1284–1296 (2023). https://doi.org/10.1038/s41390-023-02642-x

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