ABSTRACT
OBJECTIVE: The relationship between labor physiology and the onset of lactation leads to assess the potential correlation between oxytocin administration during labor and duration of breast-feeding. METHODS: This study was designed as a retrospective cohort study where patients given synthetic oxytocin during labor induction were considered as the exposed cohort, and patients not given oxytocin formed the non-exposed cohort. Four hundred of the 7465 children born at our maternity during 2006 were randomly selected. Information about breast-feeding was available for 316 of these children. Eventual confounding or adjustment factors were analyzed using stratified and multivariate analysis. RESULTS: Oxytocin was used for delivery of 189 (59.8%) newborns, multiplying the risk of bottle-feeding by 1.451 (95% CI 1.28-1.63). The best-fit regression model of oxytocin use effect on bottle-feeding included sex and gestational age of the newborn. The use of oxytocin also multiplies the risk of breast-feeding withdrawal at 3 months by 2.29 (95% CI 1.41-3.74). This effect is confounded by maternal age, being higher for mothers under 27 years. CONCLUSION: Oxytocin administration during labor had some impact on both onset and duration of breast-feeding, particularly in mothers under 27 years of age and newborns delivered at term. Clinical Study registered at U.S. NIH, ID: NCT01951040.
Subject(s)
Breast Feeding/statistics & numerical data , Labor, Induced/adverse effects , Oxytocics/adverse effects , Oxytocin/adverse effects , Adult , Female , Humans , Labor Stage, First , Labor Stage, Second , Oxytocics/administration & dosage , Oxytocin/administration & dosage , Pregnancy , Retrospective StudiesABSTRACT
El objetivo de este estudio es comprobar y analizar la influencia del proceso de enseñanza-aprendizaje del lenguaje escrito en el desarrollo del lenguaje oral a través de un programa de intervención psicoeducativa, cuya finalidad es fomentar sistemáticamente el desarrollo psicolingüístico y priorizar el acto lectoescritor en el currículum escolar desde edades tempranas. La muestra esta formada por 106 alumnos pertenecientes a zonas socioculturales medio-bajas, con inteligencia normal y sin handicaps físicos, psíquicos y/o sensoriales, que son evaluados desde que comienzan 2.º curso de Educación Infantil (4 años) hasta que terminan el primer curso de Educación Primaria (6-7 años). El diseño es longitudinal con medidas pretest-postest (cuatro evaluaciones) y fases de intervención (tres fases), con una variable de estudio (lenguaje oral) y dos grupos de sujetos (grupo experimental y control). Los resultados obtenidos muestran, por un lado, mejores puntuaciones en lenguaje oral a lo largo de todas las evaluaciones en el grupo entrenado con el programa de intervención en el lenguaje escrito que en el grupo de sujetos al que se le aplicó los objetivos curriculares oficiales. Y por otro lado, se comprueba un mayor avance en el grupo experimental que en el grupo control y que este avance es mayor cuanto más períodos de intervención hayan recibido los sujetos. Estos resultados demuestran la eficacia a corto y largo plazo de instruir en lenguaje escrito desde edades tempranas, ya que con ello se mejora el desarrollo del lenguaje oral(AU)
The objective of this study is verify and analyze the influence of the instruction-learning of the written language in the oral language development through the program of psychoeducational intervention, with the purpose of fomenting systematically the psycholinguistic development and prioritizing the act reader and writer in the school curriculum from early ages. The sample is formed by 106 students belonging half-low sociocultural zones, with normal intelligence and without handicaps physical, psychic and/or sensorial, who are evaluating from beginning 2º level of preschool (four year old) to finish of first level of primary education (six-seven years old). The design is longitudinal with measured pretest-postest (four testing) and intervention phases (three phases), with a study variable (oral language) and two groups of subjects (experimental and control group). The obtained results show, in the one hand, better scores in the oral language to long it of all evaluations in the trained group with the intervention program of the written language what in the group that was applied the official curricular objectives. And the other hand, a greater advance in the experimental group is verified and that this advance is greater whatever more periods of intervention have received the subjects. These results demonstrate the effectiveness to short and long term of the instruction in written language from early ages, already that with it improve the oral language development(AU)
