Peer-reviewed article

Maternal Knowledge regarding Early Childhood Development in Bangladesh

Nayan Baral, Tumpa Gharami, Halima Akter, Most Nasrin · 14 Jan 2026

Abstract

Background: Early childhood development (ECD) forms the foundation for lifelong health, learning, and well-being. Mothers, as primary caregivers, play a pivotal role in recognizing developmental milestones and supporting optimal child growth. However, limited evidence exists regarding maternal knowledge of ECD in Bangladesh. Methods: This cross-sectional study, conducted from April to September 2024, assessed maternal knowledge of ECD and its socio-demographic determinants among 208 mothers of children under five years, recruited from Mallika Kindergarten in Barisal, Bangladesh. Data were collected using a structured self-administered questionnaire comprising socio-demographic items and 28 dichotomous questions assessing knowledge across gross motor, fine motor, speech and language, and social-emotional domains. Data analysis was performed using SPSS version 26 with descriptive statistics, t-tests, ANOVA, and Pearson’s correlation. Results: The participants’ mean age was 30.25 ± 5.78 years; most were college or university educated (73.6%), urban residents (86.1%), and from nuclear families (84.1%). The mean ECD knowledge score was 21.75 ± 2.61 out of 28 (77% ± 9.3%), reflecting good understanding. Knowledge was highest in the gross motor domain (mean = 0.82 ± 0.15) and lowest in social-emotional development (mean = 0.75 ± 0.15), with only 37.5% identifying stranger recognition as a milestone. Weak but significant correlations were found between mothers’ age (r = 0.139, p = 0.044), number of children (r = 0.143, p = 0.039), and knowledge scores. Conclusion: Overall, mothers exhibited good ECD knowledge with notable gaps in social-emotional awareness. Strengthening maternal education through targeted programs may enhance early identification of developmental delays and promote better child health outcomes in Bangladesh.