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Cited by 127Infant Development and Preterm CareMaternal and Perinatal Health InterventionsPreterm Birth and Chorioamnionitis

Planned Birth Before 39 Weeks and Child Development: A Population-Based Study

Bentley, Jason P., Roberts, Christine L., Bowen, Jenny R., Martin, Andrew J., Morris, Jonathan M., Nassar, Natasha·2016·Pediatrics
DOI 10.1542/peds.2016-2002
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Abstract

OBJECTIVE: To investigate the association of gestational age and mode of birth with early child development. METHODS: Population-based record linkage cohort study was conducted among 153 730 live-born infants of ≥32 weeks’ gestation with developmental assessments at school age, in New South Wales, Australia, 2002 to 2007. Children were assessed in 5 domains: physical health and well-being, language and cognition, social competence, emotional maturity, and general knowledge and communication. Children scoring in the bottom 10% of national domains were considered developmentally vulnerable, and children developmentally vulnerable for ≥2 domains were classified as developmentally high risk (DHR), the primary outcome. Robust multivariable Poisson models were used to obtain individual and combined adjusted relative risks (aRRs) of gestational age and mode of birth for DHR children. RESULTS: Overall, 9.6% of children were DHR. The aRR (95% confidence interval) of being DHR increased with decreasing gestational age (referent: 40 weeks); 32 to 33 weeks 1.25 (1.08–1.44), 34 to 36 weeks 1.26 (1.18–1.34), 37 weeks 1.17 (1.10–1.25), 38 weeks 1.06 (1.01–1.10), 39 weeks 0.98 (0.94–1.02), ≥41 weeks 0.99 (0.94–1.03), and for labor induction or prelabor cesarean delivery (planned birth; referent: vaginal birth after spontaneous labor), 1.07 (1.04–1.11). The combined aRR for planned birth was 1.26 (1.18–1.34) at 37 weeks and 1.13 (1.08–1.19) at 38 weeks. CONCLUSIONS: Early (at <39 weeks) planned birth is associated with an elevated risk of poor child development at school age. The timing of planned birth is modifiable, and strategies to inform more judicious decision-making are needed to ensure optimal child health and development.

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  • Bentley et al. found that cesarean-born children had a 14% higher risk of being identified as developmentally high risk at school starting age.

    “Our results are consistent with results from the only previous study that we are aware of by Bentley et al.31, which found cesarean-born children had a 14% higher risk of being identified as being developmentally high risk at school starting age.”

    From The relation between cesarean birth and child cognitive development (2017) · cites this paper as [31]

  • Our results are consistent with results from Bentley et al.

    “Our results are consistent with results from the only previous study that we are aware of by Bentley et al.31, which found cesarean-born children had a 14% higher risk of being identified as being developmentally high risk at school starting age.”

    From The relation between cesarean birth and child cognitive development (2017) · cites this paper as [31]

  • Only Bentley et al. has examined the relation between cesarean birth and cognitive outcomes.

    “To the best of our knowledge, only Bentley et al.31 has examined the relation between cesarean birth and cognitive outcomes.”

    From The relation between cesarean birth and child cognitive development (2017) · cites this paper as [31]

  • Bentley et al. used perinatal records linked to school starting-age measures of cognition and could not examine longer-term outcomes or quantify mediating effects.

    “Bentley et al.31 used perinatal records linked to school starting-age measures of cognition and could not examine longer-term outcomes or quantify mediating effects.”

    From The relation between cesarean birth and child cognitive development (2017) · cites this paper as [31]

  • Bentley et al. found a significant negative association between cesarean birth and several developmental domains using Australian hospital records linked to teacher-based assessments in the first year of school.

    “Using Australian hospital records linked to teacher-based assessments in the first year of school, they found a significant negative association across several developmental domains.”

    From The relation between cesarean birth and child cognitive development (2017) · cites this paper as [31]

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Authors
Bentley, J. P., Roberts, C. L., Bowen, J. R., Martin, A. J., Morris, J. M., & Nassar, N.
Affiliations
  • The University of Sydney (AU)
  • Northern Sydney Local Health District (AU)
  • Royal North Shore Hospital (AU)
  • UNSW Sydney (AU)
ORCID
Venue
Pediatrics
Publisher
American Academy of Pediatrics (AAP)
Published
2016-12-01
Volume
138
Issue
6
ISSN
  • 0031-4005 (ISSN-L)
  • 1098-4275
DOI
10.1542/peds.2016-2002
OpenAlex
W2551385132
Cited by
127
References
57
Citations by year
2026: 4 · 2025: 8 · 2024: 18 · 2023: 13 · 2022: 11 · 2021: 22 · 2020: 16 · 2019: 14 · 2018: 9 · 2017: 7 · 2016: 2 · 2015: 1
FWCI
12.40
Type
journal article
Language
en
Open access
closed
Locations
  • PEDIATRICS (publishedVersion)
  • PubMed (publishedVersion)
Funders
  • Australian Government
  • NSW Ministry of Health
Topics
  • Health Sciences › Medicine › Pediatrics, Perinatology and Child Health › Infant Development and Preterm Care
  • Health Sciences › Medicine › Obstetrics and Gynecology › Maternal and Perinatal Health Interventions
  • Health Sciences › Medicine › Epidemiology › Preterm Birth and Chorioamnionitis
Keywords
preterm birth, gestational age, mode of delivery, labor induction, child development, developmental vulnerability, elementary school students, language and cognition, social competence, emotional maturity
MeSH terms
Developmental Disabilities, Child, Preschool, Cross-Sectional Studies, Female, Gestational Age, Humans, Infant, Newborn, Infant, Premature, Labor, Induced, Male, New South Wales, Patient Care Planning, Pregnancy, Pregnancy Outcome, Prenatal Care, Prognosis, Retrospective Studies, Cohort Studies, Multivariate Analysis, Logistic Models, Risk Assessment, Premature Birth

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