Assessment Of Child Development Research Articles

A Qualitative Analysis of the Effects of COVID-19 on Home Visiting Service Provision.

Home visiting programs have been found to improve parenting practices and to reduce negative child outcomes. The 2019 coronavirus disease (COVID-19) resulted in an abrupt transition to telehealth services for many home visiting services. Limited research has examined the impacts of delivering home visiting services via telehealth, and the effects of this abrupt transition during COVID-19 is understudied as well. This study examined the impact of the abrupt transition to telehealth as a result of COVID-19 on home visiting service provision in one mid-sized midwestern community from the perspective of clients and providers. We conducted semi-structured interviews with both home visiting clients and providers (N = 26) in prevention-focused home visiting services. Although some benefits to telehealth were reported, providers discussed challenges with regard to engaging clients in services and difficulties in completing important home visiting tasks (i.e., assessment of child development, teaching parent-child interaction). Providers and clients also noted that they missed face-to-face interactions. Effective use of telehealth in home visiting requires provision of devices that allow for video-chatting as well as development of effective methods to engage in observation and teaching tasks.

Understanding Early Detection of Child Growth and Development Using Pre-Screening as the Basis for the Formation of Health Cadres in the Mamajang Health Center Area

Assessment of child growth and development needs to be done to find out early any deviations in growth and development experienced by children. According to Widata, about 16% of toddlers experience developmental disorders, about 62% occur at preschool age. The purpose of community service activities is so that health cadres can monitor early growth and development and have knowledge about how to early detect child growth and development using developmental pre-screening questionnaires. The method used is the provision of material by means of lectures and demonstrations which were initially carried out pre-test and post-test. The result achieved was that about 16 out of 20 cadres (80%) obtained scores above 75%. The average pre-test score of cadres is 6.6 (33%), after participating in the activity there is an increase in post-test results of around 12.5 (62.5%) it can be said that there are 100% of cadres who have been trained to obtain scores above 60% and exceed the predetermined target. The conclusion is that there is an increase in cadre knowledge after participating in community service through the assessment of pre-screening developmental questionnaires.

Implementasi Kurikulum PAUD Berdasarkan Panduan Penyusunan Kurikulum 2013

The purpose of this study is to describe the implementation of the curriculum in PAUD units based on the 2013 PAUD curriculum preparation guidelines. The limitations of this study are that the authors collect information, process, and analyze related to the implementation of curriculum documents contained in PAUD units. PAUD curriculum documents are Semester Program (Prosem), Weekly Program Implementation Plan (RPPM), Daily Program Implementation Plan (RPPH), and Child Development Assessment. The research was conducted in four PAUD. The research method used in this study is a qualitative research method where the data collection technique is through observation, interview and documentation. The results of the study regarding the implementation of the PAUD curriculum based on the 2013 curriculum preparation guidelines in four PAUDs, namely one PAUD got the category quite appropriate and the other three PAUDs got the appropriate category.

Estratégia materna de enfrentamento à confirmação de infecção pelo vírus Zika na gravidez: reflexo no neurodesenvolvimento dos seus filhos

Abstract Zika virus infection in pregnant women results in changes in neuropsychomotor development in affected children, being an important stress factor for these women. This study aimed to evaluate the mothers' coping strategy in this situation and how this was reflected in the neurodevelopment of their children. Cross-sectional study with 46 women and their children. The coping strategy was assessed using the Brief Cope Inventory, applied to mothers, and the children's neuropsychomotor development was assessed at 24 months of age using the Bayley III Scales. The predominant coping strategy most frequently used by mothers was approach (73.9%), with emphasis on the planning component. The use of the avoidant coping was associated with lower scores on the Bayley III scale, with self-blame being the most used component on this scale. Religion was the auxiliary support component most used by mothers. The use of avoidant as the predominant coping strategy by mothers was associated with the worst results in the assessment of child development and reinforces the need to support these women, so that they can deal more directly with the feelings arising from the situations they experience.

Child development assessment in Latin American countries: A systematic review

Child development assessment in Latin American countries: A systematic review

Nursing assistance in childcare consultation for child development assessment

Nursing assistance in childcare consultation for child development assessment

Assessing child development scores among minority and Indigenous language versus dominant language speakers: a cross-sectional analysis of national Multiple Indicator Cluster Surveys

Multiple studies have highlighted the inequities minority and Indigenous children face when accessing health care. Health and wellbeing are positively impacted when Indigenous children are educated and receive care in their maternal language. However, less is known about the association between minority or Indigenous language use and child development risks and outcomes. In this study, we provide global estimates of development risks and assess the associations between minority or Indigenous language status and early child development using the ten-item Early Child Development Index (ECDI), a tool widely used for global population assessments in children aged 3-4 years. We did a secondary analysis of cross-sectional data from 65 UNICEF Multiple Indicator Cluster Surveys (MICS) containing the ECDI from 2009-19 (waves 4-6). We included individual-level data for children aged 2-4 years (23-60 months) from datasets with ECDI modules, for surveys that captured the language of the respondent, interview, or head of household. The Expanded Graded Intergenerational Disruption Scale was used to classify household languages as dominant versus minority or Indigenous at the country level. Our primary outcome was on-track overall development, defined per UNICEF's guidelines as development being on track for at least three of the four ECDI domains (literacy-numeracy, learning, physical, and socioemotional). We performed logistic regression of pooled, weighted ECDI scores, aggregated by language status and adjusting for the covariables of child sex, child nutritional status (stunting), household wealth, maternal education, developmental support by an adult caregiver, and country-level early child education proportion. Regression analyses were done for all children aged 3-4 years with ECDI results, and separately for children with functional disabilities and ECDI results. 65 MICS datasets were included. 186 393 children aged 3-4 years had ECDI and language data, corresponding to an estimated represented population of 34 714 992 individuals. Estimated prevalence of on-track overall development as measured by ECDI scores was 65·7% (95% CI 64·2-67·2) for children from a minority or Indigenous language-speaking household, and 76·6% (75·7-77·4) for those from a dominant language-speaking household. After adjustment, dominant language status was associated with increased odds of on-track overall development (adjusted OR 1·54, 95% CI 1·40-1·71), which appeared to be largely driven by significantly increased odds of on-track development in the literacy-numeracy and socioemotional domains. For the represented population aged 2-4 years (n=11 465 601), the estimated prevalence of family-reported functional disability was 3·6% (95% CI 3·0-4·4). For the represented population aged 3-4 years with a functional disability (n=292 691), language status was not associated with on-track overall development (adjusted OR 1·02, 95% CI 0·43-2·45). In a global dataset, children speaking a minority or Indigenous language were less likely to have on-track ECDI scores than those speaking a dominant language. Given the strong positive benefits of speaking an Indigenous language on the health and development of Indigenous children, this disparity is likely to reflect the sociolinguistic marginalisation faced by speakers of minority or Indigenous languages as well as differences in the performance of ECDI in these languages. Global efforts should consider performance of measures and monitor developmental data disaggregated by language status to stimulate efforts to address this disparity. None. For the Spanish, Kaqchikel and K'iche' translations of the abstract see Supplementary Materials section.

Association between maternal urinary neonicotinoid concentrations and child development in the Japan Environment and Children’s Study

BackgroundRecent studies have reported the effect of neonicotinoid (NEO) exposures on development in human. However, information about the risk of childhood development delays due to NEO exposures is limited. ObjectivesThe study aimed to examine the association between NEO exposure and child development up to 4 years of age using data of the Japan Environment and Children’s Study. MethodsThe study employed urinary NEO and metabolite concentrations in the first and second or third trimesters; the Japanese translation of the Ages and Stages Questionnaire (third edition; J-ASQ-3) scores on developmental delay in five domains, namely communication, gross motor skills, fine motor skills, problem solving, and personal-social characteristics from 6 months to 4 years of age; and self-reported questionnaire data. The associations between urinary NEO concentrations and J-ASQ-3 results were analysed using the treed distributed lag mixture model. A total of 8538 participants were included in statistical analyses. ResultsThe determination rates of urinary acetamiprid-N-desmethyl (dm-ACE), clothianidin (CLO), dinotefuran (DIN) and thiamethoxam (THX) were greater than 50%. Median urinary dm-ACE, CLO, DIN and THX concentrations were 0.34, 0.14, 0.22 and 0.05 ng/ml, respectively, in samples collected during gestational weeks < 23, and 0.28, 0.12, 0.18 and 0.04 ng/ml, respectively, in those collected during gestational weeks ≥ 23. The binomial scores divided by the cut-off values of the J-ASQ were used in the treed distributed lag mixture model. The highest percentage for a domain with a value less than the cut-off value was ‘problem solving’ at 6 months of age among all the J-ASQ-3 scores (10.5%). There was no statistically significant association between maternal urinary dm-ACE, CLO, DIN and THX concentrations during pregnancy and the J-ASQ-3 results up to 4 years of age. Objective assessment of child development in different populations may be warranted to confirm our findings.

The impact of a skipped-generation family structure on early child development in Khon Kaen Province: a prospective cohort study

Parenting in early childhood is related to child development. This study aimed to investigate the impact of a skipped-generation family structure on early child development. This prospective cohort study collected data on children aged 6 to 18 months from 132 non-skipped-generation families and 115 skipped-generation families from primary care units in Khon Kaen province for 1 year. The data were collected using a structured questionnaire administered through face-to-face interviews, as well as the Denver II instrument for assessing child development. Using multivariate logistic regression, the impact of a skipped-generation family structure on infant development was analysed, and adjusted relative risks (aRRs) are presented. We found that 19.83% (49/247) of the children had suspected delayed development in all domains. Most of these children resided in skipped-generation families, accounting for 27.82% of the sample (32/115). After adjusting for other factors, it was found that male children from skipped-generation families had a higher risk of suspected delayed language development (aRR = 14.56, 95% CI = 1.34 to 158.34, p = 0.028). In conclusion, the parental practices of skipped-generation families are suspected of causing delayed language development in boys. Models of early childhood development should be established for skipped-generation families.

Child development assessment on preschoolers (3-5 years old) isolated from school in the pandemic

Introduction. Covid-19 has led education networks to adapt their methodologies, using online resources to communicate with students. Objective. To evaluate the psychomotor development on preschoolers (3-5 years old), who returned to kindergarten after an extended absence. Method. Exploratory, descriptive, and cross-sectional study, with quantitative analysis, through Denver II, an assessing protocol for social, language, fine and gross motor skills development in typical children. Results. 34 children participated (average 47.1 months; SD:7.90); 97.05% have skills deficiencies expected for their age groups, with a higher delay prevalence in language, adaptive fine motor, and social skills. Conclusion. School withdrawal led to impairment in the psychomotor acquisition skills on kindergarten children.

Routine developmental screening in Australian general practice: a pilot study

BackgroundParents’ Evaluation of Developmental Status, (PEDS), is a validated screening tool designed for primary health care clinicians to assess child development. Despite widespread use by local government child-nurse services, PEDS has not been tested in Australian general practice. We examined the effect of an intervention that aimed to use PEDS to improve documented assessment of child developmental status during routine general practice consultations.MethodsThe study took place in a single general practice in Melbourne, Australia. The intervention included training of all general practice staff regarding PEDS processes and provision of PEDS questionnaires, scoring and interpretation forms. Mixed methods incorporated audits of clinical records of young children (1 to ≤ 5 years) before and after the intervention, and written questionnaires and a focus group (informed by the Theoretical Domains Framework and COM-B model) with receptionists, practice nurses and general practitioners.ResultsDocumented developmental status more than doubled after the intervention with almost one in three (30.4%) records documenting the PEDS tool. Overall, staff responses to questionnaires indicated that PEDS processes had been successfully implemented, half of the staff felt PEDS had developed their professional skills and clinicians expressed confidence using the tool (71%). Thematic analysis of the focus group transcript revealed divided reactions to PEDS screening with most barriers arising from general practitioners’ motivation to use PEDS tools and perceptions of environmental constraints.ConclusionsA team-practice intervention that applied PEDS training and implementation, more than doubled documented rates of child developmental status during routine visits. Solutions to underlying barriers could be incorporated into a revised training module. Future studies need to test the tool in more methodologically robust studies that include analysis of the outcomes of developmental surveillance and long-term sustainability of PEDS use in practices.

Implementasi Pembelajaran Outdoor Learning dalam Mengembangkan Kecerdasan Naturalis Anak Usia Dini

This research is a descriptive qualitative research with a naturalistic approach. Data collection methods in the form of observation, interviews and documentation. The subjects of this study were students of RA Misbahul Khair, Bengkulu City, tested the validity of the data by triangulation of sources and techniques, as well as data analysis of the Miles and Huberman models. The results of the study: (1) The implementation of outdoor learning in developing the naturalist intelligence of early childhood RA Misbahul Khair Bengkulu City, on the theme of the Universe was carried out with three activity models, namely first, field trips, this method was carried out with a preparatory step, namely determining activities according to the theme through meetings. teachers and guardians discuss the technical implementation and preparation of funds. Third, the evaluation is carried out at a teacher meeting to find out the successes and obstacles faced. second, the natural exploration activity (JAS) which is carried out in the sub-theme of natural objects is carried out with preparatory steps, namely material preparation (compiling RPPH) and implementation techniques, then the implementation step begins with the opening, namely greetings, praying, dawamul Qur'an and apperception. on the theme of natural objects The three eco-study activities in the sub-theme of natural phenomena are carried out in three steps, namely preparation, preparing RPPH and preparing the required tools. Second, the implementation step includes the opening containing greetings, praying, dawamul Quran, apperception about the sub-themes of natural phenomena. Core activities carried out outside the classroom are taking care of the school garden by pulling grass and watering plants. Closing stage with questions and answers on activities that have been carried out. Third, evaluation by making or filling out daily assessments of child development based on the results of observations and interviews in the eco-study activities. (2) The results of the implementation are shown by the level of achievement of children developing according to expectations (BSH) in several indicators of naturalist intelligence including 3 out of 11 children are able to recognize and mention natural objects, 2 out of 11 children are able to show concern for the environment, 2 out of 11 children like to feed rabbits, 4 out of 11 children are able to take care of plants, and 8 out of 11 children are happy and enthusiastic when learning outside the classroom. (3) supporting factors for outdoor learning include: Adequate infrastructure, competent teachers, strategic geographical location, inhibiting factors including time allocation, weather and a less conducive learning atmosphere. Alternative solutions for inhibiting factors include; Create activity mapping.&#x0D; Keywords: Outdoor Learning, Naturalist Intelligence, Early Childhood

Perinatal and postnatal exposure to phthalates and early neurodevelopment at 6 months in healthy infants born at term.

Phthalates are non-persistent chemicals largely used as plasticizers and considered ubiquitous pollutants with endocrine disrupting activity. The exposure during sensible temporal windows as pregnancy and early childhood, may influence physiological neurodevelopment. The aim of this study is to analyze the relationship between the urinary levels of phthalate metabolites in newborn and infants and the global development measured by the Griffiths Scales of Children Development (GSCD) at six months. Longitudinal cohort study in healthy Italian term newborn and their mothers from birth to the first 6 months of life. Urine samples were collected at respectively 0 (T0), 3 (T3), 6 (T6) months, and around the delivery for mothers. Urine samples were analyzed for a total of 7 major phthalate metabolites of 5 of the most commonly used phthalates. At six months of age a global child development assessment using the third edition of the Griffith Scales of Child Development (GSCD III) was performed in 104 participants. In a total of 387 urine samples, the seven metabolites analyzed appeared widespread and were detected in most of the urine samples collected at any time of sampling (66-100%). At six months most of the Developmental Quotients (DQs) falls in average range, except for the subscale B, which presents a DQ median score of 87 (85-95). Adjusted linear regressions between DQs and urinary phthalate metabolite concentrations in mothers at T0 and in infants at T0, T3 and T6 identified several negative associations both for infants' and mothers especially for DEHP and MBzP. Moreover, once stratified by children's sex, negative associations were found in boys while positive in girls. Phthalates exposure is widespread, especially for not regulated compounds. Urinary phthalate metabolites were found to be associated to GSCD III scores, showing inverse association with higher phthalate levels related to lower development scores. Our data suggested differences related to the child's sex.

A mixed-method evaluation of Cradle to Kinder: An Australian intensive home visitation program for families experiencing significant disadvantage

Cradle to Kinder is an Australian intensive, long-term, home visitation program that supports young families experiencing multiple stressors, including poverty, family violence, mental illness, substance use, childhood trauma, intellectual disability, child projection involvement, teenage pregnancy, or social isolation, which places them at high risk of child removal. The program adopts a multidisciplinary, whole-of-family and trauma-informed approach to provide families with long-term case management, practical support and evidence-based therapeutic parenting interventions from pregnancy for up to four years to address these underlying risk factors. The aim of this study was to evaluate: (1) the extent to which families experienced improvements in family, caregiver and infant wellbeing outcomes after 24 months engagement; and (2) caregivers’ experiences of the program. A mixed-method evaluation was employed, which included two components: (1) uncontrolled pre-post quantitative assessment for 57 families using the North Carolina Family Assessment Scale and Brigance Early Child Development Assessment, completed every six months; and (2) qualitative interviews with 14 caregivers engaged in the program. The quantitative findings showed significant improvements in key domains of family functioning, parenting capabilities, infant development, and family preservation. The qualitative results validated these findings as caregivers reported favourable outcomes via participation in the program, including improved parenting skills and confidence, personal wellbeing, and child development. Suggestions for program development included greater support for fathers, increased cultural awareness, and consistency in workers. This mixed-methods study provides support for Cradle to Kinder as a promising model of family support that can improve family functioning, caregiver and child wellbeing, and prevent child removal among families experiencing significant disadvantage. These findings support the ongoing delivery of Cradle to Kinder in Australia to ensure families at greatest risk receive the support they urgently need.

The Reach Up Parenting Program, Child Development, and Maternal Depression: A Meta-analysis.

Evidence is needed on effective approaches to build parents' ability to promote child development feasible in low- and middle-income countries. Our objective was to synthesize impact of the Reach Up early childhood parenting program in several low- and middle-income countries and examine moderation by family and implementation characteristics. Systematic search using PubMed and Academic Search Elite/EBSCO Host. Randomized controlled trials of the Reach Up program from 1985 to February 2022 were selected. Data were extracted by 2 independent researchers. Primary outcomes were child cognitive, language, and motor development. Secondary outcomes were home stimulation and maternal depressive symptoms. We synthesized pooled effect sizes using random effect inverse-variance weighting and effect modification by testing pooled subgroup effect estimates using the χ2 test for heterogeneity. Average effect size across 18 studies ranged from 0.49 (95% confidence interval [CI] 0.32 to 0.66) for cognition, 0.38 (CI 0.24 to 0.51) for language, 0.27 (CI 0.13 to 0.40) for motor development, 0.37 (CI 0.21 to 0.54) for home stimulation, and -0.09 (CI -0.19 to 0.01) for maternal depressive symptoms. Impacts were larger in studies targeted to undernourished children, with mean enrollment older than age 12 months and intervention duration 6 to 12 months. Quality of evidence assessed with the Cochrane Assessment of Risk of Bias and GRADE system was moderate. Instruments used to assess child development varied. In moderator analyses, some subgroups included few studies. Reach Up benefits child development and home stimulation and is adaptable across cultures and delivery methods. Child and implementation characteristics modified the effects, with implications for scaling.

Effect of Kindergarten Environment Creation Quality on Children Health, Language, Social, Science and Art

The purpose of this study was to determine the impact of the quality of the kindergarten environment created on the development of children in the areas of health, language, social, science and art. The study was designed using a quantitative approach with a sample of 368 kindergarten teachers in Lanzhou, China, who taught children between the ages of 3 and 6 years. The sample for this study was selected through random sampling and the research instruments were a child development assessment form and a questionnaire to assess the quality of the environment created. The results of the study show a positive correlation between the quality of the kindergarten environment creation and the impact on the development of young children. In order to promote the holistic development of preschool children, we conclude the study with the following educational recommendations: kindergarten educators should focus on the quality of kindergarten environment creation and raise awareness of environment creation. Establish a physical and spiritual environment that is suitable for the development of young children. Children should have full contact with the quality of their kindergarten environment during their kindergarten life and learning. In doing different types of activities, children will develop more fully in the areas of health, language, social, science and art. Educators need to make use of a variety of materials in the kindergarten environment and also intervene when children are playing to create a quality and prepared environment for children. In future research, it is recommended that mixed methods (qualitative and quantitative) be used, including interviews or observations, to give more depth to the study and to give a true picture of the impact of the quality of the environment on children's development.

Association between maternal and infant screen time with child growth and development: A longitudinal study.

Sedentary screen time is an early, modifiable risk factor for obesity and poor child development. To examine the relationship between maternal and infant screen time with child growth and development. Pregnant women were recruited for a cohort study related to maternal and infant development. Screen time was assessed in mothers during pregnancy, and subsequently in children at 3 months, 12 months, and 24 months of age. Child anthropometry was measured, and nuclear magnetic resonance quantified child fat mass. Fat mass index (FMI) was calculated. The Bayley Scales of Infant Development-III were used to assess child development. Linear regression models were used to assess the relationship between screen time and child growth and development, adjusted for covariates and stratified by sex. Mother/child dyads (n = 89) were mainly white (92.1%), and half were boys (52%). Both sexes increased screen time between 12 months and 24 months (ps <0.05). Child screen time was positively associated with FMI and negatively associated with development scores. In adjusted models, screen time was positively associated with FMI in boys, and meeting the screen time guideline was associated with lower FMI in girls. Greater infant screen time was related to higher adiposity. Though few relationships emerged, a cautionary approach to screen time early in life may benefit child health.

The symbolic thinking ability of kindergarten students in central Aceh through Montessori games based on gender

&lt;span lang="EN-US"&gt;Student’s cognitive abilities can be developed early, including thinking logically and symbolically and problem-solving using various methods. Therefore, this quantitative descriptive research aims to determine the symbolic thinking ability of kindergarten students through Montessori games based on gender. The subjects of this study were 112 kindergarten students from eight schools in the Central Aceh district who were selected by random sampling. Data processing techniques include editing, coding, scoring, and tabulation. The analysis was carried out using a frequency table with guidelines for assessing child development. Data were obtained from tests, observations, and interviews. Based on the analysis, it is known that the symbolic thinking abilities of male and female students are at the level of developing as expected. There are still students at the beginning to develop and undeveloped levels for both male and female students in this ability. There are differences in ability between male and female students, especially in indicators: i) Mentioning numbers 1-10 and ii) Counting and matching numbers with number symbols. While on the indicator of recognizing vowel and consonant symbols, there is no difference in ability between male and female students.&lt;/span&gt;

Family wellbeing in general practice: a study protocol for a cluster-randomised trial of the web-based resilience programme on early child development

BackgroundSocial, emotional and behavioural problems in early childhood are associated with increased risk for a wide range of poor outcomes associated with substantial cost and impact on society as a whole. Some of these problems are rooted in the early mother-infant relationship and might be prevented. In Denmark, primary health care has a central role in preventive care during pregnancy and the first years of the child’s life and general practice provides opportunities to promote a healthy mother-infant relationship in early parenthood.ObjectiveIn the context of standardised antenatal and child development assessments focused on psychosocial wellbeing, we examine the impact of a complex intervention designed to improve maternal mentalisation skills, involving training of general practice clinicians and signposting towards a web-based resource. Joint main outcomes are child socio-emotional and language development at age 30 months measured by parentally reported questionnaires (Communicative Development Inventory and Strengths and Difficulties Questionnaire).MethodsThe study is a cluster-randomised controlled trial based in general practices in the Capital Region and the Zealand Region of Denmark. Seventy practices were included. Practices were randomised by a computer algorithm in a ratio of 1:1 to intervention or control groups. Each practice was asked to recruit up to 30 women consecutively at their first scheduled antenatal assessment. Clinicians in both groups received one day of training in preventive antenatal and child development consultations with added focus on parental psychosocial well-being, social support, and parent–child interaction. These preventive consultations delivered in both trial arms require enhanced data recording about psychosocial factors. In intervention clinics, clinicians were asked to signpost a web page at three scheduled antenatal consultations and at four scheduled consultations when the child is 5 weeks, 5 months, 1 and 2 years.DiscussionWe hypothesise that the intervention will increase mothers’ ability to be sensitive to their child’s mental state to an extent that improves the child’s language and mental state at 30 months of age measured by parent-reported questionnaires.Trial registrationClinicalTrials.gov NCT04129359. Registered on Oct 16 2019.

Child neurodevelopment following a diagnosis of isolated mild ventriculomegaly: a linked population-based study

Ventriculomegaly is a common prenatal diagnosis that has been linked with poor neurodevelopmental outcomes. Prior studies, however, have combined mild with severe cases, and included fetuses with other abnormalities. Also longer-term outcomes have been lacking. We examined if kindergarten-age child development scores following a diagnosis of isolated mild ventriculomegaly were lower than those of non-anomalous births in the general population. Singleton fetuses with an ultrasound at our tertiary center, 2004-2016, with lateral fetal ventricles diameter measuring 10.0 to 12.9 mm (unilateral or bilateral) and no other abnormal ultrasound findings were identified. Ultrasound data was linked with British Columbia (BC) population-based health data, including births in the BC Perinatal Data Registry and standardized kindergarten-age child development assessments (the Early Development Instrument [EDI]). The EDI assesses child development across five domains (emotional, social, language, communication, physical [each /10]), which sum to a Total EDI score /50. As schools only participate once per 3-year provincial testing wave, scores are available for 1/3 of births. Quantile regression was used to compare median EDI scores in children who had an antenatal diagnosis of isolated ventriculomegaly and those that did not, adjusting for sex and gestational age. We identified 65 non-anomalous pregnancies with mild ventriculomegaly, along with n= 358, 252 non-anomalous births in the BC population. EDI scores were available for approximately one-third of each group (n=23, n=124,621). Crude EDI scores were systematically lower with ventriculomegaly than the general population (e.g., Total EDI 39.3 vs 41.3, respectively; Figure 1). However, more ventriculomegaly cases were boys (67%), who also scored lower on EDI testing. After adjusting for sex, there were no differences in EDI scores (e.g., difference in Total EDI of -0.2 [95% CI: -4.2 to 3.9]; Figure 2). Isolated, mild ventriculomegaly was not associated with lower kindergarten-age child development test scores.View Large Image Figure ViewerDownload Hi-res image Download (PPT)