School of Medicine, University of New Mexico, Albuquerque, NM 87131-0001, USA.
Acta Paediatr. 2013 Jan;102(1):72-7. doi: 10.1111/apa.12037. Epub 2012 Nov 1.
Parental behaviour described as 'scaffolding' has been shown to influence outcomes in at-risk children. The purpose of this study was to compare maternal verbal scaffolding in toddlers born preterm and full term.
The scaffolding behaviour of mothers of toddlers born preterm and healthy full term was compared during a 5-min videotaped free play session with standardized toys. We compared two types of scaffolding and their associations with socio-demographic, neonatal medical factors and cognition.
The mothers of toddlers born full term used more complex scaffolding. Maternal education was associated with complex scaffolding scores for the preterm children only. Specifically, the preterm children who were sicker in the neonatal period, and whose mothers had higher education, used more complex scaffolding. In addition, children born preterm, who had less days of ventilation, had higher cognitive scores when their mothers used more complex scaffolding. Similarly, cognitive and scaffolding scores were higher for children born full term.
Our findings highlight early differences in mother-child interactive styles of toddlers born preterm compared with full term. Teaching parents play methods that support early problem-solving skills may support a child's method of exploration and simultaneously their language development.
已证实，被描述为“支架”的父母行为会影响高危儿童的结局。本研究旨在比较早产儿和足月儿幼儿期母亲的言语支架。
在使用标准化玩具的 5 分钟录像自由游戏期间，比较了早产儿和健康足月儿幼儿期母亲的支架行为。我们比较了两种支架及其与社会人口统计学、新生儿医学因素和认知的关系。
足月儿幼儿期母亲使用了更复杂的支架。母亲的教育仅与早产儿的复杂支架评分相关。具体来说，新生儿期病情较重且母亲受教育程度较高的早产儿使用了更复杂的支架。此外，通气天数较少的早产儿，当母亲使用更复杂的支架时，认知评分更高。同样，足月出生的儿童认知和支架评分更高。
我们的研究结果强调了早产儿和足月儿幼儿期在母婴互动风格方面的早期差异。教授父母支持早期解决问题技能的游戏方法可能会支持儿童的探索方法，同时也支持他们的语言发展。
