Parenting Influences on Frontal Lobe Gray Matter and Preterm Toddlers’ Problem-Solving Skills

Bibliographic Data

ID15719082
AuthorsJunny Stefany Jiménez Muñoz (0000-0003-0649-506X, Rice University), Josselyn S Muñoz (Rice University), Megan E Giles (The University of Texas Health Science Center at Houston), Kelly A Vaughn (0000-0002-4122-740X, The University of Texas Health Science Center at Houston), Ying Wang (0000-0003-3126-1134, The University of Texas Health Science Center at Houston), Susan H Landry (0000-0002-7820-3559, The University of Texas Health Science Center at Houston), Johanna Bick (0000-0003-2753-5454, University of Houston), Johanna R Bick (University of Houston), Dana DeMaster (0000-0002-8655-7517, The University of Texas Health Science Center at Houston, corresponding author), Dana M DeMaster (Children’s Learning Institute, The University of Texas Health Science Center at Houston, Houston, TX 77030, USA)
Year2024
Volume11
Issue2
Pages206-206
Publication date2024-02-06
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueChildren (JOURNAL)
Journal identifiersISSN: 2227-9067 • E-ISSN: 2227-9067
PublisherMultidisciplinary Digital Publishing Institute (PUBLISHER • CH)
DOI10.3390/children11020206
PMID38397318
OpenAlexW4391575619
LanguageEN
References cited47

Children born preterm often face challenges with self-regulation during toddlerhood. This study examined the relationship between prematurity, supportive parent behaviors, frontal lobe gray matter volume (GMV), and emotion regulation (ER) among toddlers during a parent-assisted, increasingly complex problem-solving task, validated for this age range. Data were collected from preterm toddlers ( n = 57) ages 15-30 months corrected for prematurity and their primary caregivers. MRI data were collected during toddlers' natural sleep. The sample contained three gestational groups: 22-27 weeks (extremely preterm; EPT), 28-33 weeks (very preterm; VPT), and 34-36 weeks (late preterm; LPT). Older toddlers became more compliant as the Tool Task increased in difficulty, but this pattern varied by gestational group. Engagement was highest for LPT toddlers, for older toddlers, and for the easiest task condition. Parents did not differentiate their support depending on task difficulty or their child's age or gestational group. Older children had greater frontal lobe GMV, and for EPT toddlers only, more parent support was related to larger right frontal lobe GMV. We found that parent support had the greatest impact on high birth risk (≤27 gestational weeks) toddler brain development, thus early parent interventions may normalize preterm child neurodevelopment and have lasting impacts

Audiology · Developmental psychology · Frontal lobe · Gray (unit · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Family and Disability Support Research · Medicine · Neuroscience · Psychology