Growth and development and their environmental and biological determinants

AbstractObjectiveTo investigate child growth, cognitive/language development, and their environmental and biological determinants.MethodsThis was a cross‐sectional, predictive correlation study with all 92 children aged 24 to 36 months who attended the municipal early childhood education network in a town in the Vale do Jequitinhonha region, in 2011. The socioeconomic profile was determined using the questionnaire of the Associação Brasileira de Empresas de Pesquisa. The socio‐demographicand maternal and child health profiles were created through a self‐prepared questionnaire. The height‐for‐age indicator was selected to represent growth. Cognitive/language development was assessed through the Bayley Scale of Infant and Toddler Development. The quality of educational environments was assessed by Infant/Toddler Environment Scale; the home environment was assessed by the Home Observation for Measurement of the Environment. The neighborhood quality was determined by a self‐prepared questionnaire. A multivariate linear regression analysis was performed.ResultsFamilies were predominantly from socioeconomic class D, with low parental education. The prevalence of stunted growth was 14.1%; cognitive and language development were below average at 28.6% and 28.3%, respectively. Educational institutions were classified as inadequate, and 69.6% of homes were classified as presenting a risk for development. Factors such as access to parks and pharmacies and perceived security received the worst score regarding neighborhood environment. Biological variables showed a greater association with growth and environmental variables with development.ConclusionThe results showed a high prevalence of stunting and below‐average results for cognitive/language development among the participating children. Both environmental and biological factors were related to growth and development. However, biological variables showed a greater association with growth, whereas environmental variables were associated with development.ResumoObjetivoInvestigar o crescimento e desenvolvimento cognitivo/linguagem de crianças e seus determinantes ambientais e biológicos.MétodoEstudo transversal, correlacional preditivo, com todas as 92 crianças entre 24‐36 meses frequentadoras da rede municipal de educação infantil de uma cidade no Vale do Jequitinhonha, 2011. Traçou‐se o perfil econômico com o questionário da Associação Brasileira de Empresas de Pesquisa. O perfil sociodemográfico e a saúde materno‐infantil por questionário próprio. Elegeu‐se o indicador estatura/idade para representar o crescimento. O desenvolvimento cognitivo/linguagem foi avaliado por meio do Bayley Scale of Infant and Toddler Development. Avaliou‐se os ambientes educacionais pelo Infant/Toddler Environment Scale e o ambiente domiciliar pelo Home Observation for Measurement of the Environment. Aferiu‐se a qualidade da vizinhança por meio de questionário próprio. Foram feitas análises de regressão linear multivariada.ResultadosAs famílias eram predominantemente da classe D com baixa escolaridade dos pais. A prevalência de déficit de estatura foi de 14,1%; desenvolvimento abaixo da média na linguagem, de 28,6% e cognitivo, de 28,3%. As instituições educacionais classificaram‐se como inadequadas e 69,6% dos domicílios como de risco para o desenvolvimento. Aspectos como disponibilidade de praças e farmácias e segurança foram aspectos de pior pontuação no ambiente vizinhança. Variáveis biológicas demonstraram maior associação com o crescimento e variáveis ambientais ao desenvolvimento.ConclusãoObservou‐se elevado déficit de estatura e de resultados abaixo da média para desenvolvimento cognitivo/linguagem entre as crianças participantes. Fatores ambientais e biológicos relacionaram‐se tanto ao crescimento quanto ao desenvolvimento. Entretanto, variáveis biológicas demonstraram maior associação com o crescimento e variáveis ambientais com o desenvolvimento