Association of Maternal and Paternal Education and Developmental Domains in 2–36 Months Old Children in Primary Care Setting in Cairo Egypt
Omnya Atef Mahmoud, Shaymaa Ahmed Maher, Ghada Essam El Din Amin, Diaa Marzouk- General Medicine
Abstract
Background
Developmental delays (DDs) in children are increasing in prevalence and necessitate routine screening of young children for early recognition and management.
Objective
To determine the association of Maternal and Paternal education and developmental delays among children 2-36 months of age and determine the associated factors in Saraya El Koba primary care center in Cairo, Egypt.
Methods
This crosssectional study that enrolled a total of 193 children at the ages 2 to 36 months. Data were collected using the official Arabic version of the Ages and Stages Questionnaires, third edition (ASQ-3) to assess five domains of development (Gross Motor, Fine Motor, Language and Communication, Problem-Solving, and Personal and Social Skills). Sociodemographic data and risk factors related to DDs of children and parents were asked for.
Results
The overall prevalence of children with DDs was 9. 3%. The most developmental domain with delayed children were the communication and gross motor (3.1%each). Lower rates of DDs were identified for fine motor (1.04%). Girls scored higher than boys in problem solving domain (p < 0.05). Maternal and Paternal education is associated with developmental domains in this group of children. Mothers with university education and above had children with higher fine motor and total developmental scores (p < 0.05). Fathers with university education and above had children with higher communication scores (p < 0.001).
Conclusion
The study recognized a high prevalence (9.3%) of DDs especially for communication and gross motor skills. Maternal and Paternal education was associated with DDs. Creating a standardized developmental screening program for prompt recognition and timely intervention is recommended.