N-3 Fatty Acid Supplementation in Mothers and Infants for Childhood Psychomotor and Cognitive Development: An Updated Systematic Review and Meta-Analysis.

This systematic review and meta-analysis investigated the effects of n-3 fatty acid supplementation on the psychomotor and cognitive development of children.

The **intervention** involved providing n-3 fatty acids, which are a type of polyunsaturated fat essential for human health. These typically include:

**Docosahexaenoic acid (DHA):** A primary structural component of the human brain, cerebral cortex, skin, and retina. It is crucial for brain and eye development.

**Eicosapentaenoic acid (EPA):** While also an n-3 fatty acid, EPA is often less directly associated with structural brain development than DHA but plays roles in inflammation and other physiological processes.

**Combinations of DHA and EPA:** Many supplements contain both.

The supplementation was administered in two main ways:

1. **Maternal supplementation:** Pregnant women received n-3 fatty acid supplements during their pregnancy, with the aim of transferring these nutrients to the developing fetus.

2. **Infant supplementation:** Infants (typically from birth up to two years of age) received n-3 fatty acid supplements directly, often through fortified formula or drops.

3. **Maternal and Infant combined:** Some studies might have involved supplementation during both periods.

The **comparators** in the individual studies included within this meta-analysis would have been:

**Placebo:** An inactive substance (e.g., olive oil, corn oil) given in the same form as the active supplement, to control for the psychological effects of taking a supplement and any other non-specific effects.

**No supplementation:** A control group that received no additional n-3 fatty acids beyond their regular diet.

**Standard care:** A group receiving typical medical and nutritional care without specific n-3 supplementation.

The **outcome measures** were focused on various aspects of childhood development, specifically:

**Psychomotor development:** This refers to the development of skills involving both mental and motor functions. It includes gross motor skills (e.g., sitting, crawling, walking), fine motor skills (e.g., grasping, manipulating objects), and coordination. Assessments typically evaluate a child's ability to perform age-appropriate physical tasks.

**Cognitive development:** This encompasses the development of intellectual abilities such as thinking, reasoning, problem-solving, memory, language acquisition, and perception. Assessments evaluate a child's mental processing capabilities and their ability to understand and interact with their environment.

These developmental outcomes are usually assessed using standardized tests administered by trained professionals at various