Socio-emotional development and parenting behaviors among infants and toddlers aged 3–26 months in rural Western China

Background: Parenting behaviors are crucial for early childhood development, yet little is known about the socio-emotional development of infants and toddlers in rural western China. This study examined socio-emotional development and its associations with parenting behaviors among 522 infants and toddlers aged 3–26 months from 12 towns in rural Gansu.Methods The Ages and Stages Questionnaires: Socio-Emotional, Second Edition (ASQ:SE-2) and Parenting Behavior Questionnaire were used. Parenting behaviors were measured based on caregiver interactive and disciplinary practices over the past three days.Results Based on ASQ:SE-2 cut-offs, 369 (71%) infants and toddlers had typical development, 109 (21%) were at risk of delayed socio-emotional development, and 44 (8%) were delayed. After adjusting for infants and toddlers’ age, preterm birth, sex, income, primary caregiver, parental migration status, and parental education, reading books together was negatively associated with being at risk of delayed development (aOR = 0.551, 95% CI: 0.304–0.997, p < 0.05). Spanking was positively associated with being at risk of delayed development (aOR = 2.295, 95% CI: 1.276–4.127, p < 0.01). Raising voice or shouting (aOR = 2.989, 95% CI: 1.076–8.302, p < 0.05) and setting time limits (aOR = 4.477, 95% CI: 1.784–11.238, p < 0.01) were positively associated with socio-emotional delay. No other parenting behaviors showed significant associations.Conclusions Nearly one-third of rural infants and toddlers remained at risk or delayed. Positive parenting practices like shared reading were negatively associated with risk of delay, whereas harsh discipline including spanking, shouting, and time limits was positively associated with adverse outcomes.