Evaluation of 1-year-old children development in Isfahan City and its effective factors using ages and stages questionnaire, in 2014

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Abstract

BACKGROUND AND AIMS:

Attention to the development of children as the future generation that leads to the upbringing of productive human resources is an important subject. Development has dimensions that a child should acquire the skills related to them in proper age. Otherwise, he may be affected by developmental delays. There are different factors influencing children's developmental delays and this study is carried out to evaluate the developmental conditions of 1-year-old children in the Isfahan and its effective factors.

MATERIALS AND METHODS:

In a historical cohort, 725 children born in 2013 were selected using multi-stage random sampling from health centers licensed by Isfahan Medical University and followed up to 1-year and their related specifications were extracted from ages and stages questionnaire and their families’ files. SPSS 20 software and Pearson and Spearman correlation coefficients, independent t-tests, ANOVA, multiple linear regression and analysis of covariance were used for analyzing the data.

RESULTS:

The minimum and maximum scores of development were observed in the personal-social domain (52.38 ± 9.1) and fine motor (56.06 ± 5.9), respectively. The results showed that the child spacing has direct relation with development in fine motor domain ( r = 0.2, P < 0.001), personal-social development ( r = 0.197, P = 0.001), and problem solving domain ( r = 0.18, P = 0.002). The score for the development in gross motor skills had a direct correlation with the weight at birth ( r = 0.129, P < 0.001). Breastfeeding also improved personal-social development ( P = 0.024). Sex ( P = 0.024) and living place with communication skills also showed significant relations ( P < 0.001).

CONCLUSION:

The factors such as the child's sex, feeding in the first 6 months of age, living in urban or rural areas are effective in delayed development. Considering these factors to prevent adverse effects of the elements and rapid identification of children with delayed development as well as timely therapeutic interventions are essential in the health care system.

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Most cited references 39

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Support for the global feasibility of the Ages and Stages Questionnaire as developmental screener.

Jorien M Kerstjens, Arend F Bos, Elisabeth M J ten Vergert … (2009)

To investigate the psychometric properties of the Dutch version of the 48 months Ages and Stages Questionnaire (D_ASQ_48). Prospective cohort study of a community-based sample of children born in 2002 and 2003 whose parents filled out the D_ASQ_48 and a questionnaire on school status at 60 months. The ASQ was translated into Dutch and back-translated into English by three independent translators. Well Child Centers covering 25% of the Netherlands. Parents of 1510 preterm and 562 term children born in 2002-2003 attending routine Well Child visits at age 45-50 months. Reliability, validity and mean population scores for D_ASQ_48 compared to other countries. Mean population scores for the D_ASQ_48 were mostly similar to those in the USA, Norway and Korea. Exceptions (effect sizes of difference >0.5) were problem solving (USA) and fine motor (Korea). Reliability was good for the total score (Cronbach alpha 0.79) and acceptable for all domains (0.61-0.74). As expected, infants born at gestational age <32 weeks, children from low income families, of low educated mothers, and boys were more likely to fail on several domains (odds ratios, OR ranging from 1.5 to 4.9). The only unexpected association concerned children from one-parent families. Sensitivity to predict special education at five years of age was 89% and specificity 80%. The good psychometric properties of the Dutch ASQ_48 and the small differences when compared to other countries support its usefulness in the early detection of developmental problems amongst children worldwide.

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A validation study of the Norwegian version of the Ages and Stages Questionnaires.

Jörg Richter, Harald Janson (2007)

To explore the construct validity of the ASQ in relation to premature birth; maternal age, completeness of the family and level of education; and the child's gender. Norwegian mothers' evaluations of 1172 children who completed age appropriate ASQs twice were statistically analysed by means of univariate and multivariate methods. The developmental level of girls is on average higher than that of boys at both assessments and there is a substantial increase between follow-up assessments in all ASQ scores except for gross motor skills. The mother's level of education; whether the child was born prematurely or at full-term; and the interaction between the child's gender and his/her mother's level of education are important factors relating to the child's developmental status in both assessments. The results that were derived by means of the Ages and Stages Questionnaires concerning the impact of maternal socio-demographical factors, the child's gender, and premature birth upon early childhood development largely confirm the findings in the literature supporting the construct validity of the ASQ. The ASQ was found to be an effective diagnostic tool of developmental delay and/or disturbances. The development of gender dependent norms is recommended.

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The effectiveness of early childhood development programs. A systematic review.

C Shinn, , Melissa L. Anderson … (2003)

Early childhood development is influenced by characteristics of the child, the family, and the broader social environment. Physical health, cognition, language, and social and emotional development underpin school readiness. Publicly funded, center-based, comprehensive early childhood development programs are a community resource that promotes the well-being of young children. Programs such as Head Start are designed to close the gap in readiness to learn between poor children and their more economically advantaged peers. Systematic reviews of the scientific literature demonstrate effectiveness of these programs in preventing developmental delay, as assessed by reductions in retention in grade and placement in special education.

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Author and article information

Journal

Journal ID (nlm-ta): J Educ Health Promot

Journal ID (iso-abbrev): J Educ Health Promot

Journal ID (publisher-id): JEHP

Title: Journal of Education and Health Promotion

Publisher: Medknow Publications & Media Pvt Ltd (India )

ISSN (Print): 2277-9531

ISSN (Electronic): 2319-6440

Publication date Collection: 2017

Publication date (Electronic): 05 June 2017

Volume: 6

Electronic Location Identifier: 57

Affiliations

[1] Department of Epidemiology and Biostatistics, Faculty of Health, Isfahan University of Medical Sciences, Isfahan, Iran

Author notes

Address for correspondence: Mr. Akbar Hassanzadeh, Master of Sciences, Department of Epidemiology and Biostatistics, Faculty of Health, Isfahan University of Medical Sciences, Isfahan, Iran. E-mail: hassanzadeh@ 123456hlth.mui.ac.ir

Article

Publisher ID: JEHP-6-57

DOI: 10.4103/jehp.jehp_116_15

PMC ID: 5470292

PubMed ID: 28616424

SO-VID: b1aeaeb8-4377-44e3-8f6f-5ef3771bd8dc

License:

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