Prior research shows parents often lack full mastery of developmental milestones; however, limited literature examines parental knowledge alongside self-efficacy. This study aimed to examine the relationships between and influential factors of parental knowledge of early childhood development and self-efficacy. A cross-sectional quantitative design was used, employing an anonymous online survey. Eighty-one English-literate adults (≥18 years) with at least one child ≤3 years completed the survey; the sample was primarily female (80%) and partnered (96%). A researcher-developed survey assessed knowledge, self-efficacy, and information sources, and a modified Knowledge of Infant Development Inventory (KIDI) measured knowledge; relationship and comparative analyses were conducted. The study used 81 completed surveys for analysis. The mean knowledge score was 71.67% accuracy, and the mean self-efficacy score was 4.01, which significantly differed between genders and those with and without training, with females and participants with prior training reporting higher self-efficacy scores (p < .001). No significant correlation was observed between knowledge scores and self-efficacy. Findings suggest consistent knowledge and differing self-efficacy levels. Occupational therapy practitioners should prioritize building caregiver confidence alongside education, and larger sample studies should be conducted to enhance generalizability. Parents may know developmental milestones but differ in confidence using that knowledge; this study found no link between knowledge and confidence, though experience and gender influenced confidence levels. Occupational therapists should focus on building caregiver confidence, not solely information-sharing, to better support early child development monitoring and intervention.
Jessica Bailey (Thu,) studied this question.