Влияние элементного статуса детей 7–8 лет, проживающих в Хабаровском крае, на их физическое и когнитивное развитие

Abstract

Objective. To evaluate the influence of changes in elemental status on the physical and cognitive development of children aged 7–8 years living in different biogeochemical regions of the Khabarovsk Territory. Patients and methods. Study design: observational, analytical, cross-sectional. Two groups of almost healthy children aged 7–8 years living in the central (n = 30) and northern areas (n = 30) of the Khabarovsk Territory were formed by random sampling. The quantitative analysis of elements (calcium, magnesium, zinc, copper, iron, selenium, mercury, lead, cadmium) in the hair and blood serum of children was carried out by inductively coupled plasma-mass spectrometry (ICP-MS). The concentration of iodine was determined in a first morning urine specimen using the cerium arsenite method. The evaluation of physical and cognitive development was performed according to standardized methods. Results. When assessing the influence of the content of elements in the body on children’s physical development, data were obtained on the involvement of calcium and selenium in the formation of the child’s growth: the most severe calcium and selenium deficiency corresponded to the lowest growth indicators (r = 0.45, r = 0.40, respectively, p < 0.05). The patterns of growth delay with decreased zinc and copper concentrations (r = 0.30, r = 0.35, respectively) and the effect of high iron serum levels (r = –0.30) were revealed. The comparison of children’s cognitive and elemental statuses showed a decreased level of verbal and logical reasoning in magnesium deficiency (r = 0.47, p < 0.05) and high iron levels (r = –0.48, p < 0.05). The higher the body was supplied with iodine and copper, the better the memory developed (r = 0.44, r = 0.41, respectively, p < 0.05). It was also found that an increase in serum calcium concentration improved the formation of conceptual and categorical apparatus (r = 0.37, p < 0.05) and voluntary attention in children (r = 0.34). Conclusion. This correlation analysis of the indicators of physical, cognitive, and elemental status of children demonstrates the important role of the optimal elemental status in the harmonious development of a child. Key words: elementary school children, cognitive abilities, elemental status, physical development