Factors associated with developmental delays in school-aged children

Introduction: The evaluation and monitoring of development in school-aged children is a critical indicator of their overall health. Objective: To determine the factors associated with developmental delays in school-aged children. Materials and Methods: A descriptive, cross-sectional study with a correlational phase was conducted on a sample of 120 children aged 4 to 7 years. The Abbreviated Development Scale-3 was applied to the children, and a questionnaire covering sociodemographic data, as well as prenatal, perinatal, and postnatal history, was administered to the mothers. Results: A high prevalence of children at risk or suspected of having developmental problems was found. Specifically, 35% of children were at risk in the area of gross motor skills, 17% in fine-adaptive motor skills, 33% in hearing and language, and 46% in personal-social skills. Statistically significant correlations were observed between Gross Motor Skills and the month of pregnancy when the first consultation occurred (r = 0.944), fine-adaptive motor skills and gestational age (r = 0.859), and birth weight (r = 0.755), as well as between frequent falls and fine-adaptive motor skills (r = 0.720). Conclusions: A high prevalence of developmental delays was found across the four evaluated dimensions. Therefore, it is suggested to conduct follow-up and early interventions for developmental disorders.