(P07-002-25) Are We Overlooking the Role of Dietary Diversity in Infant Development in Haiti?

Objectives: To examine the relationship between minimum dietary diversity (MDD) and infant development in the communication, fine motor, gross motor, and problem-solving domains.

Methods: This cross-sectional analysis utilized baseline data from the Grandi Byen study in Haiti. Data was collected from 600 mother-infant dyads with infants aged 6-8 months in Cap-Haïtien, using structured surveys and anthropometric measures to assess child nutrition, socioeconomic status, and infant development. Dietary diversity was evaluated by a 24-hour recall and scored using Minimum Dietary Diversity – Infant and Young Child Feeding (MDD-IYCF) protocols. Infant development was measured with the Ages and Stages Questionnaire across four developmental domains. Ordinal logistic regression tested associations between MDD and development, adjusting for income, maternal education, and anthropometric indicators (weight-for-height, weight-for-age, and length-for-age z-scores).

Results: Only 14.9% of infants met MDD for their age. A total of 8.8% of infants fell below typical development in problem-solving, 8.8% in fine motor, 6.3% in gross motor, and 9.5% in communication. Anthropometric measures showed 4.0% of infants were stunted, 3.0% wasted, and 3.5% underweight. Initially, MDD was positively associated with all developmental domains; after Bonferroni correction, significant associations remained for gross motor and problem-solving skills. In adjusted models, higher income amplified the positive association between MDD and problem-solving. Underweight status mediated the relationship between MDD and communication and gross motor outcomes. Better weight-for-age z-scores were associated with higher odds of achieving better communication and gross motor development outcomes.

Conclusions: These findings underscore the impact of dietary diversity and optimal nutrition on infant development, particularly gross motor and communication skills. The significant role of household income suggests that higher income may be associated with better resources, opportunities, and environments that support the development of problem-solving skills.

Funding Sources: Eunice Kennedy Shriver National Institute of Child Health and Development (NICHD)