Search Results (2)

Background: The COVID-19 pandemic has significantly affected the mental health of pregnant persons. Objective: We aimed to evaluate the impact of maternal mental health and antidepressant use on children’s cognitive development. Methods: We followed a cohort of children born during the COVID-19 pandemic. Maternal mental health was self-reported during pregnancy (Edinburgh Postnatal Depression Scale, General Anxiety Disorder-7, stress levels, and antidepressant use). The child’s cognitive development was measured using the third edition of the Ages & Stages Questionnaires^® (ASQ-3) at 18 months. Multivariate multinomial logistic regression models were built to assess the association between in utero exposure to maternal mental health and ASQ-3 domains: communication, gross motor, fine motor, problem-solving, and personal–social. Results: Overall, 472 children were included in our analyses. After adjusting for potential confounders, a need for further assessment in communication (adjusted odds ratio (aOR) 12.2, 95% confidence interval (CI) (1.60;92.4)), and for improvement in gross motricity (aOR 6.33, 95%CI (2.06;19.4)) were associated with in utero anxiety. The need for improvement in fine motricity (aOR 4.11, 95%CI (1.00; 16.90)) was associated with antidepressant exposure. In utero depression was associated with a decrease in the need for improvement in problem solving (aOR 0.48, 95%CI (0.24; 0.98)). Conclusions: During the COVID-19 pandemic, maternal mental health appears to be associated with some aspects of children’s cognitive development. Full article

Developing gross motor function implies strengthening the basic body position and the balance associated with posture and mobility, for which different teaching models and psycho-pedagogical interventions are applied. Objective: to develop gross motor function in male preschoolers through physical recreational activities based on conductivist (Group 1) and constructivist (Group 2) teaching and determine the best teaching paradigm. Two basic skills were studied in two homogeneous independent samples (walking: w = 0.641; running: w = 0.556), selecting 25 children for each group (3–4 years) through the use of intentional sampling. The gross skills evaluation was based on norms established by the Education Ministry, including a mood assessment. Results: each group improved their basic skills in the post-test (Group 1: W = 0.001; W = 0.001. Group 2: W = 0.046; W = 0.038), but the conductivist paradigm was superior (w = 0.033; w = 0.027). Group 1 presented better indicators in the motor evaluations “Acquired” and “In Process” than Group 2, and lower percentages in the “Initiated” evaluation than Group 2 in the abilities “walking” as well as “running”, which were significantly different in the “Initiated” evaluation (p = 0.0469) for the walking ability, and significantly different in the “Initiated” and “Acquired” evaluations (p = 0.0469; p = 0.0341, respectively) for the running skill. Conclusions: The conductivist teaching model was superior in terms of gross motor function optimization. Full article