Риск формирования когнитивной недостаточности у младших школьников в результате дефицита элементов и витамина D

Abstract

Objective. To evaluate the impact of vitamin and mineral status on the cognitive development of children aged 7–8 years. Patients and methods. This observational, analytical, cross-sectional study included randomly selected healthy children aged 7–8 residing in Khabarovsk region (n = 60). Study participants were assigned to one of the two groups after assessment of their cognitive abilities (verbal and logical thinking, short-term memory, voluntary attention, and fine motor skills). Group 1 included 30 children with a low cognitive profile, whereas Group 2 comprised 30 children with normal mental development. We measured their serum levels of 25-hydroxyvitamin D using enzyme linked immunosorbent assay (ELISA) and minerals (Сu, Zn, Mg, Se, Ca) using inductively coupled plasma mass spectrometry. Results. Children from Group 1 demonstrated lower serum levels of Cu, Zn, and vitamin D compared to those in Group 2 (p < 0.05). Higher levels of Mg and Zn correlated with better verbal and logical thinking (r = 0.9 and r = 0.46, respectively). Higher serum concentrations of Mg, Zn, Ca, and D were associated with improved mnestic parameters (r = 0.36, r = 0.43, r = 0.36, r = 0.37, respectively). We found that optimal levels of Se, Cu, and vitamin D ensured better attention (r = 0.38, r = 0.43, r = 0.43, respectively). The relative risk analysis also indicates that there is a positive correlation between mineral and vitamin D deficiency and the probability of cognitive developmental abnormalities in children. Conclusion. Our results demonstrate potential negative effects of mineral and vitamin D deficiency on intellectual development of children. Key words: vitamin D, primary school children, cognitive abilities, mineral status