Comparing Child Development in the first Two years by Maternal Origin: a Nationwide Population-based Study in Israel

Background. Immigrant status is consistently associated with social conditions and medical challenges which may affect the health of immigrant women and the development of their children.

Objective. This study aimed to examine the association between immigration and child development in the first two years of life.

Study design and Methods. A population-based historical cohort study in the setting of Mother and Child Health Clinics (MCHC). Data on developmental milestones in domains of gross and fine motor, personal-social skills and language skills up to 24 months of age were retrieved on 159,227 infants born in 2014-2015. Mothers’ origin was divided into five groups: “Native” Israelis, Former-USSR (FSU) and Ethiopia (EB) immigrants and mothers born in Israel with either FSU (IBFSU) or Ethiopian (IBE) mothers. Logistic regressions were used to compare the associations between origin and developmental delays, controlling for potential confounders.

Results. Migrants’ children were less likely to meet development milestones compared with Israelis. Delays were observed in language skills including making various sounds (OR=2.01 and OR=1.80, EB and IBE, respectively), in personal-social skills as pointing selected objects (OR=2.29 and OR=1.51, respectively) and social smile (1.98 and 1.50, respectively) and in fine motor skills including building a cube tower (1.66 and 1.28, respectively). Associations were smaller among offspring of FSU and IBFSU mothers and there was seemingly no change across first and second generations (speaking 2-3 words: OR=1.28 and. OR=1.16, FSU and IBFSU, respectively; building a cube tower: OR=1.33 and OR=1.55, respectively).

Conclusions. In this population-based large scale study, maternal origin and immigration status were associated with early child neurodevelopment. The specific mechanisms could include lack of acculturation or stressful life circumstances that may withhold families from investing in their child development. Targeted interventions should aim these population groups of increased risk for the prevention of developmental gaps.