(OR38-03-24) Relationships Between Nurturing Care, Child Growth in the First 2 Years and Both Cognitive Development and Academic Achievement at 10–11 Years

Objectives: Nurturing Care (NC) and growth during early childhood are critical for human capital formation, but less is known about the patterns and role of NC. We used data from a Vietnamese birth cohort to identify trajectories of NC and growth in early childhood and evaluate their associations with cognitive development and academic achievement in early adolescence.

Methods: We used prospectively data collected from 997 mother-child dyads in the PRECONCEPT study, a randomized controlled trial of preconception micronutrient supplementation, to develop five NC dimensions (health, nutrition, safety/security, learning, and relationships) that were combined to generate multidimensional NC indices at various time points (preconception, pregnancy/birth, 1y and 2y of age). These NC indices were then used to identify NC trajectories using latent class growth analysis. We also generated linear growth trajectories using child height-for-age z scores (HAZ) from birth to 2y. We used multiple regression models to examine the associations between NC and HAZ trajectories with cognitive development (full scale intelligence quotient - FSIQ - using the Wechsler Intelligence Scale for Children), and academic achievement (using mathematics and Vietnamese language tests) at 10-11y.

Results: We identified 3 trajectories (low, medium, and high) for both NC and HAZ. Children in the medium (65.8%) and high (20.5%) NC trajectories had significantly higher FSIQ scores (3.9 and 7.9 points, respectively) when compared to those in the low trajectory (13.7%). Being in the high trajectory was also significantly associated with 1.9 and 2.6 points increment in math and language scores, respectively. Children in the high (27.9%) and medium (58.2%) HAZ trajectories had higher FSIQ (4.6 and 6.0 points, respectively) and language scores (1.7 and 1.9 points, respectively) when compared to those in the low group (13.9%), but these associations were attenuated when we controlled for NC trajectories whose effects remained unchanged.

Conclusions: NC and growth in the first 2y are positively associated with later cognitive development and academic achievement, highlighting the importance of investing in Integrated Early Childhood Development Programs.

Funding Sources: The Nestle Foundation, the Mathile Institute for the Advancement of Human Nutrition, Micronutrient Initiative, Laney Graduate School