The aim of the present study is to investigate the prevalence of developmental problems and its relationship with sociodemographic features in a large community sample of 0–4-year-old children. They stated that socioeconomic risk factors have the same importance levels as biological risk factors in the development of preschool children.īecause many studies have demonstrated the negative effects of social and economic deprivation on children, developmental screening is crucially needed to ascertain children with developmental problems early in life. ( 9) found that risk factors including low-level parental education level and household income, ≥3 children in the family, low birth weight and premature birth, and gestational age and maternal age at birth <20 years were associated with abnormal development. Stunting, inadequate cognitive stimulation, severe poverty, and iodine and iron deficiency were identified as risk factors detrimentally affecting the children under the age of 5 years based on studies supported by UNICEF ( 7, 8).ĭespite increasing data on the developmental outcome of early childhood in the world, the number of related studies in our country is inadequate. There are few national studies on the development of early childhood in other developing countries. ( 6) reported similar findings associated with a delay in children’s development in their study in the same country.
( 5) found that a developmental delay is associated with lower family income, gestational age less than 38 weeks, mother’s age and education level, and use of drugs. In a sample of 398 children aged 0–12 months, Cunha et al. Factors such as gender, age, number of siblings, gestational and maternal age at birth, household income, parental education level, birth weight, and breast feeding were found to have a substantial impact on early development during childhood. Several studies examining the risks related to the development of preschool children have demonstrated a range of biological and environmental risk factors. Therefore, identifying the potential factors and interactions among these factors that influence early developmental skills become more significant during this period of life.
The early recognition of developmental problems is fundamental for timely intervention ( 1, 2, 3) however, it was reported that only 30% of children with developmental problems are identified before they begin school in a community-based study ( 4).
Many factors affect these skills leading to a wide range of developmental problems. Early childhood is an important stage for developmental milestones of motor, social-emotional, cognitive, and language skills.
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