Knowledge Of Developmental Milestones Research Articles

AWARENESS REGARDING DEVELOPMENTAL MILESTONES OF UNDER 3 YEARS CHILDREN AMONG MOTHERS AT A TEACHING HOSPITAL, CHITWAN

Background: The growth of a child is the most important requirements for mental and physical development as well as social integrity. Knowledge of developmental milestones is essential for assessing normal development and to identify any delay in development. Mothers, who are usually taking care of the child, must have adequate knowledge regarding growth and development of child. The objective of this study was to assess the awareness regarding developmental milestones of under 3 years children among mothers at a teaching hospital, Chitwan. Methods: A descriptive, cross-sectional research was conducted among 104 mothers attending different pediatric departments of Chitwan Medical College & Teaching Hospital. Non-probability, convenience sampling technique was used to select the sample. Structured interview schedule was used for data collection and data were analyzed by using descriptive and inferential statistics. Results: The study revealed that more than half (52.95%) of respondents belonged to 20-29 years, 74% were Hindu, 58.7% belonged to urban area. Only 25% of the respondents had adequate level of awareness. Most of the mothers had awareness regarding social development & play (66.67%) followed by motor development (57.14%), physical development (50%), cognitive development (50%), & language development (50%). Conclusions: Majority of mothers have inadequate level of awareness regarding developmental milestones.

Parental knowledge of children's developmental milestones in Aseer, Saudi Arabia.

Better parental knowledge about developmental milestones of children is linked to better parent-child interaction. Only a handful of surveys have been conducted to evaluate parental knowledge of developme ntal milestones in Arabic-speaking countries. The study is a cross-sectional, questionnaire-based observational investigation using a simple random sampling scheme. The sampling frame consisted of all parents attending the family medicine services during the period of conduct of the study. Poisson regression modelling techniques were used to analyse the adjusted effect of sociodemographic factors on knowledge score. Three hundred and seventy-five parents agreed to be included in the study. Only 29 (7.7%) had an excellent knowledge level. Poor knowledge was found among 141 (37.6%) participants. Also, 180 (48%) participants were found to have an acceptable level of knowledge. Mothers achieved acceptable knowledge of developmental milestones better than fathers, and better knowledge was found in less-crowded houses. Physical developmental milestones were known by 304 (81.1%) participants, followed by cognitive development milestones (n = 78, 20.8%), social development milestones (n = 47, 12.5%) and emotional development milestones (n = 85, 22.7%). The internet was the most used source (n = 83, 22.1%). The most avoided sources were educational workshops (n = 230, 61.3%), followed by doctors (n = 159, 42.4%) and social media (n = 130, 34.7%). We confirmed in this work that parental knowledge of children's developmental milestones is suboptimum among Saudi parents. Use of the internet and avoidance of healthcare professionals is a source of concern. Care is required for children coming from overcrowded homes in terms of their developmental progress. Focus should be on educating parents about the social and emotional developmental milestones.

Knowledge of developmental milestones and reported practices based on Early-Child-Care-Development concepts among mothers of eighteen-month old children attending immunization clinics in Colombo district

Introduction Early childhood is a period from conception to five years of age, and it is the most important development phase in life. Objective To assess knowledge and reported practices of age-appropriate developmental-stimulations based on Early-Child-Care-Development (ECCD) concepts among mothers of 18 month old children attending immunization clinics in Kolonnawa and Dehiwala MOH areas. Methods A descriptive-cross-sectional study was conducted among 421 mother-child pairs where the childs age is 18 months. An interviewer-administered questionnaire based on Center for Disease Control (CDC) developmental milestone assessment was used to collect data. Data was analyzed using SPSS version 17 package. Results Assessment of Knowledge of Developmental-milestones based on ECCD concepts was good among 306(73.9%) of mothers. Majority of mothers 377(91%) considered playing with toys is important for their child's development. They provided books, papers and crayon to scribble, bought toys, and allowed eating with spoon and cup. Majority 304(73.4%) praised their child’s positive-action physically and most mothers (77%) looked for reasons for crying. Educated mothers, being married, Tamil-ethnicity and extended-family were significantly associated with ECCD concepts (p Conclusion Majority of mothers reported age-appropriate developmental-stimulation practices except for few outdoor-activities. Importance of outdoor activities should be emphasized.

Cultural Effects on the Diagnosis of Autism Spectrum Disorder Among Latinos

The role of culture in autism spectrum disorders (ASD) has been too often neglected in research. The present study evaluated the implications of cultural factors for ASD screening and diagnosis by examining the parenting perceptions and diagnostic experiences of Latina and White mothers of children with ASD. The children of Latina mothers were diagnosed significantly later and were significantly more likely to be diagnosed with autism than with another ASD. Latina mothers demonstrated significantly less knowledge of developmental milestones and of ASD. Latina mothers were also significantly more likely to report early concerns about temperament. The results of this study suggest that both socioeconomic and culturally based differences likely influence the early perception and diagnosis of ASD.

Developmental Delay? Graduating Medical Students’ Knowledge of Child Development

Abstract BACKGROUND: Knowledge of child development is fundamental to medical practice. Previous studies have demonstrated gaps in knowledge and training among trainees and practicing physicians. We conducted a longitudinal study of medical students’ knowledge of child development. Previously, we reported that students’ knowledge of developmental milestones was poor at baseline, did not improve after preclinical teaching and improved marginally after pediatrics clerkship. Here, we report the report the data on graduating medical students. OBJECTIVES: The present study aimed to describe graduating medical students’ knowledge of developmental milestones in comparison to their baseline knowledge. A secondary aim was to compare graduating students' knowledge to that of the general population. DESIGN/METHODS: We assessed medical students' knowledge of developmental milestones using a previously published 17-item questionnaire. Milestones were categorized as motor or non-motor. Students were surveyed at the start of medical school in Year 1 and prior to graduation in Year 4. Changes in students' scores were assessed using paired t-tests. Graduating medical students were compared to a published general population sample using t-tests. RESULTS: 56 students completed the survey in both Years 1 and 4 (33% of entering class). Overall, students’ percentage of correct answers increased from 24% at baseline to 32% at graduation (p<0.001). Knowledge of motor milestones did not change significantly between Years 1 and 4. Knowledge of non-motor milestones improved significantly between Years 1 and 4 (p<0.001). 85 medical students completed the questionnaire in Year 4 (50% of entering class). Compared to a sample of the general population (n=1198), graduating medical students answered 1.0 more questions correctly out of 17 (p<0.001). Students’ knowledge of non-motor milestones was greater than that of the general population (p<0.001). Knowledge of motor milestones did not differ significantly. CONCLUSION: Medical students' knowledge of developmental milestones improved only modestly over the course of their undergraduate medical education. At graduation, their knowledge of developmental milestones was marginally better than that of the general population. This level of knowledge is likely insufficient for generalist practice. At the undergraduate level, curricular improvements including innovative teaching strategies and greater student engagement are likely necessary to remediate this knowledge gap. Pediatricians supervising medical students and residents should not assume that trainees have an adequate knowledge of normal child development and may wish to highlight the developmental achievements of typically developing children as part of their clinical teaching.

PS-250 What Adults Know About Child Development In Alberta, Canada: Implications For Health Services

Background Adult knowledge of child development shapes their expectations and feedback to children as they learn and grow. Effective guidance of children by adults is influenced by their knowledge of child development. Study questions/aims (1) What is adult Albertans’ knowledge of developmental milestones from birth to 6-years in four developmental domains: physical, cognitive/language, social, and emotional? (2) What parenting supports do adults use regarding child development? Methods 1,451 randomly selected adults in Alberta, both parents and non-parents, completed a telephone survey exploring knowledge about child development and parenting supports. Data was analysed using univariate and multivariate techniques (p Results 35% of adults identified when at least half of physical developmental milestones typically occur; 23%, 16%, and 11% could do so for cognitive/language, emotional, and social development milestones respectively. Errors in reporting when milestones typically occur were primarily related to respondents thinking a milestone was achieved earlier. Knowledge has not changed since a similar survey in 2007. Gaps in child development knowledge did not differ substantively between parents/non-parents, females/males or urban/rural residence. Respondents identified key parenting supports to be family members (76%), family doctors or paediatricians (61%), and teachers (54%). Common resources included books (68%), television/media (43%), and the internet (36%). Conclusions There were meaningful gaps in adult knowledge of when children achieve developmental milestones. Evidence to date suggests that better child outcomes begin with accurate parent knowledge of child development. There is opportunity to help parents and care providers become more aware of these milestones through knowledge dissemination strategies.

Playing Mum

Orphaned kittens are common and veterinary team members should be prepared to assist owners in providing appropriate care. If a foster queen is not available, the physiologic needs normally provided by the queen, such as warmth, nutrition, elimination, sanitation and social stimulation, must be replaced. Specialized knowledge of physiology and nutritional requirements is necessary for successful management in this age group. The condition of neonatal kittens can deteriorate rapidly and orphans may have an even higher risk of illness than kittens cared for by a healthy queen. Thus an increased level of veterinary care and monitoring is required. Rapid recognition and correction of problems can only be accomplished through detailed observation and knowledge of developmental milestones. Survival may be dependent on treatment that compensates for the failure of passive transfer of immunity. This review is addressed at veterinarians and all veterinary team members, as well as care-givers such as rescuers and shelter workers. The guidance contained in this article is based on a combination of published literature, the author's personal experience and the experience of colleagues.

UpStart Parent Survey: A New Psychometrically Valid Tool for the Evaluation of Prevention-focused Parenting Programs

Parents are the most significant influence on the growth and development of young children. All parents can increase their knowledge of developmental milestones and parenting practices by participating in effective programs that offer information and support. However, there is limited outcome evaluation of programs offering these services. Prevention-focused parenting programs (P-FPPs) are key frontline services designed to educate parents and improve the overall well-being of children. Evaluation of these programs is currently weak; this is not to say they are ineffective, rather that their effectiveness has been poorly evaluated. Rigorous evaluation of P-FPPs would support informed funding and evidence-based policy decisions. The purpose of this study was to conduct a preliminary psychometric analysis of the UpStart Parent Survey (USPS)—a tool developed specifically for evaluating this type of program. Preliminary analysis revealed uni-dimensionality of each scale, strong internal consistency and temporal stability, as well as strong concurrent validity on 9 of the 11 items examined with an urban Canadian population. In its first round of psychometric evaluation, the USPS demonstrated promise as a brief, easy to administer, scientifically rigorous tool for the evaluation of prevention-focused parenting programs.

Comparison of methods for teaching developmental milestones to pediatric residents

Interactive media are effective tools in teaching and allow for self-directed study, which develops skills for life-long learning among health professionals. With this type of study, the learner can review material at his/her own pace and target areas that require emphasis. Pediatric residents require an accurate understanding of developmental milestones in children of various ages and their normal variations. The best representation of developmental milestones requires video recordings of children demonstrating appropriate skills. However, such recordings are not always available, so printed materials are most often used. In this realm, a computer-based interactive learning tool using animated cartoons gives flexibility for presentation using drawings. We compared pediatric residents' knowledge of developmental milestones in neonates to 5-year-olds before and after study with either an interactive DVD or paper-based materials. A team of physicians and educational specialists in Texas Tech University Health Sciences Center produced an interactive DVD containing animated cartoons and questions. Residents were divided into an intervention group that used the DVD and a control group that used traditional paper-based materials. Each group's improvement [or increase] in knowledge was measured. Compared with the 17 residents in the control group, the 37 in the intervention group tended to acquire more knowledge about developmental milestones. The mean scores at T1, T2, and T3 doubled from the initial scores in the intervention group, while no difference was observed in the control group. An interactive educational DVD can be an effective supplement to improve residents' knowledge of developmental milestones.

What do parents believe about children's developmental milestones and the preventability of injuries?

PurposeFor young children, developmental capabilities influence their injury risk, often because their motor skills are more advanced than their ability to recognise and respond to hazards. This study explores the...

Experience in Cambodia With the Use of a Culturally Relevant Developmental Milestone Chart for Children in Low‐ and Middle‐Income Countries

AbstractThe awareness and knowledge of developmental milestones among health practitioners need to be enhanced to better enable early identification and intervention with children who have delays in development, intellectual deficit, and developmental disabilities and are residents in low‐and middle‐income countries. To meet this end, a simple one‐page check‐off developmental milestone chart for age groups birth to eight years was developed as an outgrowth of a training program for pediatricians in Cambodia. Expected milestones for gross motor, fine motor, language, and social development were charted for each age group, and then validation trials were performed in an outpatient clinic over two years. It was observed that 25% and 31.5% of children failed to achieve one or more age‐appropriate developmental milestones in trials held in 2007 and 2008, respectively. The author observes that referral for further evaluation, parental education/support, early child care, and early intervention would need to be based on subsequent trials of more culturally accurate local milestones, and further studies to determine an acceptable number of milestone failures that would yield the least false positives. Similar processes for developing instruments, utilizing local culturally appropriate developmental milestones, are recommended for training purposes and regular clinic use in other low‐ and middle‐income countries.

Parental Knowledge of Children's Behavioral Capabilities: A Study of Low Income Parents

This study compares the parental knowledge of the behavioral capabilities of young children in a sample of low-income Hispanic, black, and Anglo parents. A modified.version of the Child Development Questionnaire (CDQ) is used to elicit parental notions regarding knowledge of developmental milestones. Results of analysis of variance between the various groups indicates that foreign-born Hispanics perceive young children's behavioral capabilities as developing at a later chronological age than do the other groups. The responses of U.S. born Hispanics appear to be similar to blacks and Anglos. The theoretical model of parental goals as put forth by Le Vine is used to help explain the findings. Implications for social service delivery are also discussed.

Child abuse and unrealistic expectations: further validation of the parent opinion questionnaire.

This second validation study of the Parent Opinion Questionnaire (POQ) compared the unrealistic expectations of child abusing mothers (n= 16) wit h mothers whose partners perpetrated the abuse (n = 14). This comparison provided a more stringent test of the POQ's validity in that it controlled for nonspecific factors associated with being in a family identified for child maltreatment. As expected, significantly greater unrealistic expectations of child behavior were found for abusing moth ers than for control mothers. A discriminan t function analysis showe d tha t the POQ correctly classified 83% of the subjects. This measure's clinical usefulness is discussed. Child abuse is a major social and psychological issue affecting large numbers of children each year. Despite the seriousness of the problem, the development of truly successful interventions with maltreating parents has remained elusive. Thi s failure has been partly due to the lack of empirically demonstrated target deficits against which treatment might be aimed (Azar, Fantuzzo, & Twentyman, 1984). Recently, researchers have begun to document specific behavioral and cognitive deficit areas relevant for treatment purposes. One such deficit that has long bee n suggested in the traditional clinical literature as playing an etiological role is tha t abusive parents have unrealistic expectations of their child's behavior (i.e., they overestimate their child's capabilities; Steele & Pollock, 1968). When the child fails to meet these inappropriate expectations, the parent is believed to become frustrated and aggress against the child. Unfortunately, studies attempting to substantiate these dysfunctional expectations have until recently either failed (Starr, 1980) or shown errors in both over- and underestimating children's capabilities (Twentyman & Plotkin, 1982). These studies, however, operationalized "unrealisti c expectations " b y assessin g parent' s knowledge of developmental milestones. Parenta l aggressio n frequently follows complex interpersonal events , not just the simple acts assesse d b y milestone questionnaire s (e.g. , the child's ability to sit up, walk, etc.). Using an instrument designed to measure unrealistic expectations in situations involving more complex chains of child behavior, the Parent Opinion Questionnaire (POQ), Azar, Robinson, Hekimian, and Twenty man (1984) showed that maltreating mothers expressed significantly higher levels of unrealistic expectations of children's behavior than did demographically matched control mothers. Although these data provided some support for the importance of this defici t area as a potential etiological factor in child abuse, the finding might have been biased. Normal families may differ in nonspecific ways from those in which one parent has been identified as abusive (e.g. , their ability to deal with bureaucratic agencies, resources, etc.), and these nonspecific factors may ac

Unrealistic expectations and problem-solving ability in maltreating and comparison mothers.

It has been suggested that maltreating parents display two forms of cognitive deficits that relate to their child's maltreatment. These are of their children's behavior and poor problem-solving ability in childrearing situations. This study documents the existence of these two deficits in a sample of maltreating versus comparison mothers. Using two measures of and a problem-solving inventory, we explored differences between two types of maltreating mothers (abuse vs. neglect). Results indicated that both groups of maltreating mothers showed significantly greater unrealistic; and poorer problemsolving skills than did the comparison mothers. No differences were found between abusing and neglectful mothers. Implications for treatment, as well as difficulties in operationaliz ing the concept of unrealistic are discussed. Behaviorally oriented researchers have suggested that child maltreatment may be the result of parental cognitive and behavioral dysfunctions. Although there is some evidence that behavioral differences exist between maltreating and nonmaltreating parents (Burgess & Conger, 1978), the existence of cognitive problems has not been well documented. One area of cognitive dysfunction that has been suggested to play an important role in child abuse is that maltreating parents have of their child's behavior (i.e., they overestimate their child's capabilities; Steele & Pollock, 1968). When the child fails to meet these inappropriate expectations, the parent becomes frustrated and aggressive against the child or neglects the child's needs. Two recent studies attempting to substantiate the existence of dysfunctional have either failed (Starr, 1980) or shown errors in both over- and underestimating children's capabilities (Twentyman & Plotkin, 1982). It must be noted, however, that both these studies chose to operationaliz e unrealistic expectations by assessing parents' knowledge of developmental milestones. This

Unrealistic expectations and problem-solving ability in maltreating and comparison mothers.

It has been suggested that maltreating parents display two forms of cognitive deficits that relate to their child's maltreatment. These are unrealistic expectations of their children's behavior and poor problem-solving ability in childrearing situations. This study documents the existence of these two deficits in a sample of maltreating versus comparison mothers. Using two measures of unrealistic expectations and a problem-solving inventory, we explored differences between two types of maltreating mothers (abuse vs. neglect). Results indicated that both groups of maltreating mothers showed significantly greater unrealistic; expectations and poorer problemsolving skills than did the comparison mothers. No differences were found between abusing and neglectful mothers. Implications for treatment, as well as difficulties in operationaliz ing the concept of "unrealistic expectations," are discussed. Behaviorally oriented researchers have suggested that child maltreatment may be the result of parental cognitive and behavioral dysfunctions. Although there is some evidence that behavioral differences exist between maltreating and nonmaltreating parents (Burgess & Conger, 1978), the existence of cognitive problems has not been well documented. One area of cognitive dysfunction that has been suggested to play an important role in child abuse is that maltreating parents have unrealistic expectations of their child's behavior (i.e., they overestimate their child's capabilities; Steele & Pollock, 1968). When the child fails to meet these inappropriate expectations, the parent becomes frustrated and aggressive against the child or neglects the child's needs. Two recent studies attempting to substantiate the existence of dysfunctional expectations have either failed (Starr, 1980) or shown errors in both over- and underestimating children's capabilities (Twentyman & Plotkin, 1982). It must be noted, however, that both these studies chose to operationaliz e "unrealistic expectations" by assessing parents' knowledge of developmental milestones. This