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Additive and synergistic relations of early mother-child and caregiver-child interactions for predicting later achievement.

ABSTRACT: This study examines associations between stimulating-responsive social interactions with mothers and nonparental childcare providers during the first 3 years of life and children's vocabulary and mathematics skills through age 15 (N = 1,364). Additive relations were found in which more stimulating-responsive interactions with mothers and with caregivers were linked to higher mathematics achievement in childhood and adolescence. More stimulating-responsive early interactions with mothers were also associated with larger child vocabularies through age 15. Synergistic relations, consistent with the dual-risk hypothesis, also were found. Children whose early interactions with both mothers and caregivers were low in stimulation and responsivity had substantially lower mathematics skills. Implications for early childhood interventions and policies are discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

SUBMITTER: Duncan RJ

PROVIDER: S-EPMC6861641 | biostudies-literature | 2019 Dec

REPOSITORIES: biostudies-literature

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Additive and synergistic relations of early mother-child and caregiver-child interactions for predicting later achievement.

Duncan Robert J RJ Schmitt Sara A SA Vandell Deborah Lowe DL

Developmental psychology 20190919 12

This study examines associations between stimulating-responsive social interactions with mothers and nonparental childcare providers during the first 3 years of life and children's vocabulary and mathematics skills through age 15 (N = 1,364). Additive relations were found in which more stimulating-responsive interactions with mothers and with caregivers were linked to higher mathematics achievement in childhood and adolescence. More stimulating-responsive early interactions with mothers were als ...[more]

PMID: 31535893

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Project description:BackgroundAssessment of mother-child interactions is a core issue of early child development and psychopathology. This paper focuses on the concept of "synchrony" and examines (1) how synchrony in mother-child interaction is defined and operationalized; (2) the contribution that the concept of synchrony has brought to understanding the nature of mother-child interactions.MethodBetween 1977 and 2013, we searched several databases using the following key-words: "synchrony" "interaction" and "mother-child". We focused on studies examining parent-child interactions among children aged 2 months to 5 years. From the 63 relevant studies, we extracted study description variables (authors, year, design, number of subjects, age); assessment conditions and modalities; and main findings.ResultsThe most common terms referring to synchrony were mutuality, reciprocity, rhythmicity, harmonious interaction, turn-taking and shared affect; all terms were used to characterize the mother-child dyad. As a consequence, we propose defining synchrony as a dynamic and reciprocal adaptation of the temporal structure of behaviors and shared affect between interactive partners. Three main types of assessment methods for studying synchrony emerged: (1) global interaction scales with dyadic items; (2) specific synchrony scales; and (3) micro-coded time-series analyses. It appears that synchrony should be regarded as a social signal per se as it has been shown to be valid in both normal and pathological populations. Better mother-child synchrony is associated with familiarity (vs. unknown partner), a healthy mother (vs. pathological mother), typical development (vs. psychopathological development), and a more positive child outcomes.DiscussionSynchrony is a key feature of mother-infant interactions. Adopting an objective approach in studying synchrony is not a simple task given available assessment tools and due to its temporality and multimodal expression. We propose an integrative approach combining clinical observation and engineering techniques to improve the quality of synchrony analysis.

Project description:BackgroundThe associations among maternal depressive symptoms (MDS), mother-child interactions and early child development are poorly understood. This study aimed to explore the role of mother-child interactions on the associations between MDS and child development.MethodsA cross-sectional study with a multistage sampling method was conducted in rural areas of Central and Western China. MDS, child development outcomes (communication, gross motor function, fine motor function, problem solving and personal social skills) and mother-child interactions were assessed by The Edinburgh Postpartum Depression Scale, the Chinese version of the Ages and Stages Questionnaires and the Multiple Indicator Cluster Surveys, respectively. Regression-based statistical mediation and moderation were conducted using the PROCESS macro for SPSS.ResultsA total of 2,548 participants (mothers: 1,274; children: 1,274) were included in our analyses. MDS was negatively associated with child development outcomes and mother-child interactions partly mediated these associations. The proportion of the mediating effect of mother-child interactions was 7.7% for communication, 8.2% for gross motor, 10.3% for fine motor, 10.1% for problem-solving and 9.5% for personal social domains. In addition, the interaction effects of MDS and mother-child interactions on the communication domain were significant (β = 0.070, 95% CI 0.016, 0.124; p = 0.011). The associations between MDS and child communication abilities were weaker at the high level (simple slope = -0.019, t = - 0.458, p = 0.647) of mother-child interactions than at the mean level (simple slope = -0.089, t = - 3.190, p = 0.002) and the low level (simple slope = -0.158, t = - 4.231, p < 0.001). Similar moderating effects were not observed in the other child development outcomes.ConclusionOur results suggest the important role of mother-child interactions on the associations between MDS and early childhood development. Due to the cross-sectional design of this study, these associations require further investigation in prospective studies.

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Additive and synergistic relations of early mother-child and caregiver-child interactions for predicting later achievement.

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Additive and synergistic relations of early mother-child and caregiver-child interactions for predicting later achievement.

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