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Early childhood stunting and later fine motor abilities
Author(s) -
CHANG SUSAN M,
WALKER SUSAN P,
GRANTHAMMCGREGOR SALLY,
POWELL CHRISTINE A
Publication year - 2010
Publication title -
developmental medicine and child neurology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.658
H-Index - 143
eISSN - 1469-8749
pISSN - 0012-1622
DOI - 10.1111/j.1469-8749.2010.03640.x
Subject(s) - psychosocial , psychology , early childhood , developmental psychology , intelligence quotient , motor skill , pediatrics , psychomotor learning , child development , psychological intervention , medicine , cognition , psychiatry
Aim The aim of this study was to determine the effects of early childhood stunting (height for age 2SD or more below reference values) and interventions on fine motor abilities at 11 to 12 years, and the relationship between fine motor abilities and school achievement and intelligence. Method A cohort of stunted children who had participated in a randomized trial of psychosocial stimulation and/or nutritional supplementation in early childhood was compared with a group of non‐stunted children. Fine motor abilities were assessed in 116 stunted (67 males, 49 females) and 80 non‐stunted children (43 males, 37 females) at a mean age of 11 years 8 months (SD 4.3mo) and 11 years 9 months (SD 3.8mo) respectively. Testers were blind to the children’s group assignment. Results Two fine motor factors were derived: rapid sequential continuous movements (RSCM) and dexterity. No effect of the early intervention was found. RSCM scores were lower in the stunted group than in the non‐stunted group ( p =0.01), but differences in dexterity were not significant ( p =0.18) after adjusting for social background. Among stunted children, the RSCM score was significantly associated with IQ ( p =0.04) and school achievement (all p <0.05). Interpretation Stunting in early childhood is associated with poor scores on tests of rapid sequential continuous hand movements in later childhood. Children with poorer scores are at greater risk for low IQs and low levels of school achievement.