中国三城市25 254例不同出生胎龄儿童神经行为发育水平研究

Neurobehavioral development of 25 254 children with different gestational ages at birth in three cities of China

摘要:

目的 探讨出生胎龄对学龄前儿童神经行为发育水平的影响。方法 来自安徽马鞍山市、浙江台州市、江苏扬州市的25 254例学龄前儿童纳入研究。根据所纳入儿童的出生胎龄，分为早产儿组（2 760例，胎龄28~36⁺⁶周）、早期儿组（6 005例，胎龄37~38⁺⁶周）、完全足月儿组（16 489例，胎龄≥39周）。采用年龄与发育进程问卷对儿童进行神经行为发育水平的评估。结果 早产儿组的沟通、粗大运动、精细运动、解决问题和个人-社会等5个能区的神经行为得分较完全足月儿组低（均P < 0.05）；早产儿组沟通、粗大运动、精细运动、解决问题4个能区神经行为得分较早期儿组低（均P < 0.05）；早期儿组各能区的平均分值与完全足月儿组相比，差异无统计学意义（均P > 0.05）。多元线性回归分析显示，校正了性别、年龄、体重指数、父母亲教育程度等混杂因素后，胎龄与5个发育能区（沟通、粗大运动、精细运动、解决问题和个人-社会）的得分呈显著正相关（P < 0.01）。结论 出生为早产儿的儿童神经行为发育水平较出生为完全足月儿和早期儿的儿童低，而出生为早期儿的儿童神经行为发育水平与出生为完全足月儿的儿童无明显差异。胎龄是神经行为发育水平的独立影响因素。

Abstract:

Objective To study the effect of gestational age at birth on the neurobehavioral development of preschool children. Methods A total of 25 254 preschool children from Ma'anshan of Anhui Province, Taizhou of Zhejiang Province, and Yangzhou of Jiangsu Province were enrolled. The preschool children were divided into three groups based on their gestational ages at birth:preterm group (2 760 cases; 28-36⁺⁶ weeks), early term group (6 005 cases; 37-38⁺⁶ weeks), and full term group (16 489 cases; ≥ 39 weeks). The Ages and Stages Questionnaires-Third Edition (ASQ-3) was employed to evaluate the children's neurobehavioral development. Results The preterm group had significantly lower scores of the five domains of ASQ-3, communication, gross motor, fine motor, problem solving, and personal-social, than the full term group (P < 0.05), and significantly lower scores of communication, gross motor, fine motor, and problem solving than the early term group (P < 0.05). There were no significant differences in the scores of the five domains of ASQ-3 between the early term and full term groups (P > 0.05). The multiple linear regression analysis indicated a significant positive correlation between gestational age and the five domains of ASQ-3 after adjustment for confounding factors including sex, age, body mass index, and parental education level (P < 0.01). Conclusions Children born preterm have poorer neurobehavioral development than those born full term and early term, whereas children born full term and early term have similar neurobehavioral development. Gestational age at birth is an independent influencing factor for neurobehavioral development in preschool children.