Neurological Performance and Motor Development in Infants Exposed to Congenital Infections: A Prospective Cohort Study
Congenital Infection; Child Development; Neurodevelopmental Disorders; Infant
Introduction: Congenital infections are associated with adverse outcomes, including an increased risk of neurological and developmental delays in infants. However, gaps remain in the literature regarding the systematic follow-up of these infants. Objective: This study aimed to compare neuromotor development (motor performance and neurological development) between infants exposed to or infected with congenital infections and unexposed healthy infants. Methods: This prospective cohort study included a convenience sample divided into two groups: an exposed group (infants exposed to or infected with congenital infections) and an unexposed group (healthy infants with no history of exposure to or infection with congenital infections). After matching for gestational age, each group consisted of 23 participants. All infants underwent at least two assessments using validated developmental assessment tools: the Hammersmith Infant Neurological Examination (HINE) and the Alberta Infant Motor Scale (AIMS). Data were analyzed using IBM SPSS Statistics version 27 (IBM Corp., Armonk, NY, USA). A 95% confidence interval and a significance level of p < 0.05 were adopted. Results: Significant differences were observed between the groups in neonatal characteristics, including head circumference and birth length, as well as in sociodemographic characteristics, including maternal age and place of birth. Both assessment tools identified significant differences between the groups during the initial assessments, with convergence between the groups observed at the final assessment. The longitudinal profile of the exposed infants who completed all three assessments demonstrated developmental progression over time. Conclusion: This study evaluated the neurological development and motor performance of infants exposed and unexposed to congenital infections across three assessments. The findings suggest that the differences between the groups decreased over time, reinforcing the dynamic nature of early childhood development.