Children's Socioemotional Development Research Articles

Book-Sharing for Parenting and Child Development in South Africa: A Randomized Controlled Trial.

This study evaluated the impact of a parenting intervention on children's cognitive and socioemotional development in a group of caregivers and their 21-to-28-month-old children in a low-income South African township. A randomized controlled trial compared an experimental group (n=70) receiving training in dialogic book-sharing (8weekly group sessions) with a wait-list control group (n=70). They were assessed before the intervention, immediately following it, and at a six month follow-up. The intervention had positive effects on child language and attention, but not behavior problems, prosocial behavior, or theory of mind. Intervention caregivers were less verbally and psychologically harsh, showed more sensitivity and reciprocity and more complex cognitive talk. This program benefitted parenting and child development and holds promise for low-income contexts.

Socio-Emotional Development of Children with Cochlear Implant: A Systematic Review.

BackgroundAttaining socio-emotional competence is challenging for children with hearing impairment. There is wide recognition of children with cochlear implant (CI) indicating significant improvement in their speech and language abilities, however many factors may restrict their chance of having reciprocal social interactions. A significant improvement in speech and language does not automatically affirm the quality of social interactions. This present observation on social-emotional development addressed a more current representative population of children with hearing loss who have benefitted from cochlear implantation.MethodsThe research conducted a systematic review of selected articles from Scopus and PubMed databases, retrieved through three search-process keywords, namely socio-emotional, children and CI. The inclusion criteria only included journal articles published in English with empirical data from the year 2010–2019. The initial search had identified 189 potential abstracts and after removal of duplicates, only 38 eligible studies met the inclusion criteria.ResultsAmong 38 studies reviewed, 19 studies showed comparable socio-emotional skills with peers in social interaction, empathy, emotion theory of mind and comprehension skills. Conversely, the other 19 studies presented underprivileged results in socio-emotional functioning mainly in identifying facial expression, regulating emotion and emotional cues in the auditory domain.ConclusionThis review concluded that the socio-emotional development among children with CI, both at preschool-age and school-age, was not justified due to the heterogeneity in studies across measurement and small sample size. Also, the conclusion recommended extensive cross-referencing, mixed-mode research design, detailed distinguishing of socio-emotional functioning and identification of diverse groups of the population with impaired hearing as an approach to provide empirical evidence on socio-emotional functioning among children with CI in the future.

A systematic scoping review of early interventions for parents of deaf infants

BackgroundOver 90% of the 50,000 deaf children in the UK have hearing parents, many of whom were not expecting a deaf child and may require specialist support. Deaf children can experience poorer long-term outcomes than hearing children across a range of domains. After early detection by the Universal Newborn Hearing Screening Programme, parents in the UK receive support from Qualified Teachers of the Deaf and audiologists but resources are tight and intervention support can vary by locality. There are challenges faced due to a lack of clarity around what specific parenting support interventions are most helpful.MethodsThe aim of this research was to complete a systematic scoping review of the evidence to identify early support interventions for parents of deaf infants. From 5577 identified records, 54 met inclusion criteria. Two reviewers screened papers through three rounds before completing data extraction and quality assessment.ResultsIdentified parent support interventions included both group and individual sessions in various settings (including online). They were led by a range of professionals and targeted various outcomes. Internationally there were only five randomised controlled trials. Other designs included non-randomised comparison groups, pre / post and other designs e.g. longitudinal, qualitative and case studies. Quality assessment showed few high quality studies with most having some concerns over risk of bias.ConclusionInterventions commonly focused on infant language and communication followed by parental knowledge and skills; parent wellbeing and empowerment; and parent/child relationship. There were no interventions that focused specifically on parent support to understand or nurture child socio-emotional development despite this being a well-established area of poor outcome for deaf children. There were few UK studies and research generally was not of high quality. Many studies were not recent and so not in the context of recent healthcare advances. Further research in this area is urgently needed to help develop evidence based early interventions.

Mother-child mutually responsive orientation and real-time physiological coordination.

From a biobehavioral framework, mother-child physiological and behavioral coordination are interdependent processes that contribute to children's socioemotional development. Little is known, however, about the temporal pattern of real-time physiological coordination or its associations with global levels of mother-child behavioral coordination. We addressed these gaps using data from 110 mothers and their preschool-aged children (56 girls, Mage =53.63 months, SD=7.74) across two play tasks (i.e., puzzle, pretend play). Using indices of maternal and child parasympathetic response (i.e., changes in respiratory sinus arrhythmia [RSA]) across 15-s epochs, we tested the extent to which within-dyad physiological coordination was contingent on mutually responsive orientation (MRO; a global composite of behavioral coordination and shared positive affect assessed via observer ratings across each play task). Results from a series of two-level coupled autoregressive models indicated that MRO moderated mother-lead RSA coordination, and this pattern emerged across both play tasks. Controlling for stability of within-person RSA changes, increases in maternal RSA at time t-1 predicted increases in children's RSA at time t, but only for dyads averaging higher MRO during play. No interactions of MRO emerged for child-lead RSA coordination. Findings highlight the importance of dyadic behavioral processes for mother-child physiological coordination.

Seeking help by parents for care regarding the socio-emotional development of preschool children

Abstract Background Timely parental help-seeking regarding their child's socio-emotional development is associated with a lower rate and lower severity of psychosocial problems in later life. This study aimed to examine factors associated with parental help-seeking for the socio-emotional development of 3-year-old children. Methods Data of parents and children (n = 1507) from a community sample was analyzed. Thirteen potentially related factors were assessed at baseline at child age 2 years, and classified according to Andersen's Behavioral Model: predisposing, enabling, and need factors. Parental help-seeking and 14 formal and informal care (e.g. General practitioner, internet) used in the past 12 months were measured at follow-up at child age 3 years. Logistic regression was applied. Results In total, 22.6% of parents reported help-seeking for socio-emotional development of their 3-year-old child; 6.8% addressed formal care and 17.5% addressed informal care. General practitioner (2.7%) and family (12.5%) were the most frequently used formal and informal care, respectively. Among predisposing factors associated with a higher odds of parental help-seeking were child's other western background (OR = 1.66, 95%CI: 1.02-2.68) and parental age = < 29 years old (OR = 1.71, 95%CI: 1.01-2.92). No associated factors were found among enabling factors. The need factors associated with a higher odds of parental help-seeking were having previous help-seeking (OR = 2.52, 95%CI: 1.83-3.48) and discussing child's socio-emotional development in the well-child visit (OR = 2.47, 95%CI: 1.73-3.53). Conclusions Predisposing and need factors were associated with parental help-seeking for socio-emotional development of 3-years-old child. The findings can be used to further develop support for parents accessing adequate information, prevention and anticipatory care with regard to the child's socio-emotional development. Key messages The study longitudinally investigated parental help-seeking for socio-emotional development of their 3-year old children in a large community sample. The study makes an important contribution to the existing literature on this topic because of its particularly young sample of 3-year-old children.

Contact with biological parents following placement in foster care: Associations with preschool child externalizing behavior.

Externalizing behavior problems are a salient issue in the context of child protection services, where associations with placement stability and caregiving behavior have been documented. Moreover, although research on the association between contact with biological parents and foster child externalizing behavior problems is scarce and has yielded mixed results, several studies have shown links between the two variables. The purpose of this study is to determine the association of face-to-face contact with biological parents and externalized behaviors, while taking into account placement instability and foster parent interactive sensitivity. Fifty preschoolers and their foster parents were visited at home. Child externalizing behavior problems were self-reported by foster parents, foster parent sensitivity was measured via play observations, and information relative to placement was collected through interviews with biological parents and gathered from social services data. Results reveal that more frequent contact with biological parents and lower levels of foster parent sensitivity are independently linked to greater levels of externalizing behavior problems even after controlling for placement instability. Discussion focuses on the importance of children’s relationship experiences during foster care and the necessity to investigate their role to more clearly understand foster child socioemotional development.

Analysis of Socio-Emotional Development in Four-Year-Old Broken Home Child in Nagari Simpang: A Case Study

A broken home will impact the socio-emotional development of early childhood. Bad relationships in a family are the focus of this research problem. This study aims to describe the analysis of the socio-emotional development of a four-year-old broken home child in Nagari Simpang, a village in Simpang Alahan Mati Subdistrict, Pasaman Regency, West Sumetera Province. This descriptive qualitative research used a case study approach. The researchers collected data through observation, interviews, and documentation with one girl as subject of the study. The data analysis technique was done by data triangulation. The results showed that a broken home in a four-year-old child had a good and also bad impact on the child's socio-emotional development at the same moment. The impact was where the child could control and look at herself. However, in socializing, the girl imposed herself in an environment that often involved her. This finding provides an understanding to parents in developing socio-emotional abilities of early childhood in a broken home family.

A cross-cultural study of the effect of parental bonding on the perception and response to criticism in Singapore, Italy and USA.

Parents play a primary and crucial role in emotional socialisation processes in children where individuals learn the expression, understanding and regulation of emotions. Parenting practices and dimensions of the parent-child relationship have been associated with social and emotional processes in children. As criticism involves negative emotional reactions and emotion regulation, the parent-child relationship is likely to influence an individual's perception and response to criticism. Hence, the present study investigated the relationship of parental bonding and the perception and response to criticism in three different countries-Singapore, Italy and USA. Adult participants (n = 444) completed the Parental Bonding Inventory (PBI) and measures of criticism. Parental care, overprotection and country were found to be significant predictors of a tendency to perceive criticism as destructive. Higher levels of parental care predicted a lower tendency to perceive criticism as destructive while higher levels of parental overprotection predicted a higher tendency to perceive criticism as destructive. US American participants were found to have a significantly higher tendency to perceive criticism as destructive compared to Italian and Singaporean participants. The findings align with past research on the role of the parent-child relationship in the socio-emotional development of children as well as providing insight into a specific aspect in social interaction; perception and response to criticism, being affected. Future studies can look to investigate this relationship further in different countries in light of cultural variation in parenting styles and emotion experience, expression and regulation.

Relationships Between Mother-Child Conversations About Emotion and Socioemotional Development of Children with Autism Spectrum Disorder.

Mother-child emotion-related conversations, as a practice of parental socialization of emotion, can help children with autism spectrum disorder (ASD) develop socio-emotional skills. This study intends to explore relationships between mother-child conversations about emotions and socio-emotional skills of children with ASD by accounting for the moderating role of children personality traits and mothers' emotional openness. Mothers of children with ASD (n = 49) responded to five questionnaires describing their conversations about emotions, emotional openness as well as their child's socio-emotional skills and personality. We conducted hierarchical regression and moderation analyses. Our findings indicate that frequent mother-child conversations about emotions significantly predict higher emotional regulation and Theory of Mind (ToM) abilities in children with ASD (p < 0.05). Moreover, children's consciousness and openness to experience, along with mothers' emotional openness significantly moderate the relation between mother-child conversations about emotions and children's ToM skills (p < 0.05). Mother-child conversations about emotions, as a practice of parental socialization of emotion, could be beneficial for children with ASD. Children's personality traits and mothers' openness to emotion may act as a protective factor of ToM skills in children with ASD.

Participation in an early childhood music programme and socioemotional development: A meta-analysis

Music is increasingly recognized as having a social role, insofar as it is linked to emotional regulation and to early interactions in infancy and the preschool years. The goal of this meta-analysis was to examine the impact of participating in an early childhood music programme on indices of socioemotional development in children under 6 years of age. The overall result showed a moderate effect size (N = 681, k = 11, d = 0.57, p &lt; 0.001). Moderation analyses revealed that the type of assessment (observational measure, reported measure or other types of assessment) significantly influenced effect size (Q′ = 25.26, p &lt; 0.001). No other moderation analysis was significant. Although these findings are promising, suggesting that participation in an early childhood music programme contribute to children’s socioemotional development, more rigorous studies are needed to assess the impact of participating in a music programme on socioemotional development.

Parasympathetic activity, emotion socialization, and internalizing and externalizing problems in children: Longitudinal associations between and within families.

Biopsychosocial models of children's socioemotional development highlight the joint influences of physiological regulation and parenting practices. Both high and low levels of children's baseline respiratory sinus arrhythmia (RSA) have been associated with children's maladjustment, indicative of nonlinear associations. Negative or unsupportive parental responses to children's emotions are consistently linked with internalizing (IP) and externalizing problems (EP), although few studies have examined how associations vary within families. This study examined within- and between-person associations of children's quadratic baseline RSA, negative maternal emotion socialization, and children's problems over 7 years. RSA was measured in 133 3.5-year-old children (72 female) in predominantly middle- to upper-middle socioeconomic status, Caucasian families. Mothers reported on their emotion socialization practices and their children's adjustment concurrently and 1, 5, and 7 years later. Multilevel structural equation models revealed quadratic associations between baseline RSA and both IP and EP at the between-person level, suggesting that children with moderate RSA had fewer adjustment problems, on average, than children with lower or higher RSA. Across time and between families, children displayed more problems if their mothers reported more negative responses to their children's emotions. Within families, IP were elevated on years when mothers reported higher than usual negative responses, and children with either high or low baseline RSA had more problems on years when mothers reported greater than usual negative responses to their children's emotions. Altogether, these findings suggest that high and low baseline RSA may increase the risk for maladjustment, particularly in the time-varying context of aversive emotion socialization practices. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Non-verbal and verbal parental mentalization as predictors of infant attachment security: Contributions of parental embodied mentalizing and mind-mindedness and the mediating role of maternal sensitivity

Interest in studying the relative contributions of verbal (e.g., maternal mind-mindedness [MM]) and non-verbal dimensions (i.e., parental embodied mentalizing [PEM]) of parental mentalization to child socio-emotional development is relatively recent. To date, only one study has addressed this issue in relation to child attachment security, suggesting a complementary and unique contribution of each one. The purpose of the present study was to further examine the specific contribution of PEM to infant attachment security by considering MM. In addition, this study aimed to explore the mediating role of maternal sensitivity linking PEM, MM to infant attachment security within 110 mother-infant dyads at moderate psychosocial risk. The two dimensions of parental mentalization (PEM and MM) were assessed on the basis of observations made during a videorecorded sequence of mother-child interactions in a context of free play with and without toys when the infants were 8 months old. The Maternal Behavior Q-Sort was used to measure the mothers’ sensitivity in a natural setting based on observations of daily mother-child interactions, also when the infants were about 8 months old. Attachment security was measured using The Strange Situation Procedure at infant age 16 months. The results showed positive correlations between maternal sensitivity and both verbal and non-verbal measures of parental mentalization. The mediation analyses first revealed that PEM had a significant indirect effect on attachment security, with sensitivity being identified as a mediator in this association. No indirect effect linking MM and attachment security via sensitivity was observed. These results highlight the contribution of PEM to maternal sensitivity and show maternal sensitivity to be a factor that partly explains the influence of PEM on attachment security in children.

Dual trajectories of parenting self-efficacy and depressive symptoms in new, postpartum mothers and socioemotional adjustment in early childhood: A growth mixture model.

Postpartum depression and low parental self-efficacy (PSE) are risk factors for poor child behavior. Little is known, however, about the course of dual trajectories of cooccurring depressive symptoms and PSE or its impact on children's socioemotional development. This study sought to identify trajectories of postpartum PSE and depressive symptoms in new, first-time mothers using growth mixture modeling. Results demonstrated a class of women with "low risk" (88.8%) who manifested low levels of depression and high levels of PSE during the postpartum period; a second group of women, labeled "early risk" (6.3%) with high levels of depression that decreased over time but lower levels of PSE that remained fairly stable; and a final trajectory group deemed the "late-risk" class (4.9%) with initially low levels of depression and high levels of PSE that significantly increased and decreased, respectively, over the period. Early childhood trauma, parenting stress, and poor parenting practices were associated membership in a high-risk class. Mothers in the high-risk groups reported children with more aggressive and defiant behavior at age 3. We conclude by discussing the implications of our findings for developing effective and sensitive interventions.

Maternal prenatal mood problems and lower maternal emotional availability associated with lower quality of child's emotional availability and higher negative affect during still-face procedure.

Our aim was to study the effects of maternal perinatal mood and maternal emotional availability on child emotional availability and negative affect during the still-face procedure (SFP). The sample included 214 women who participated in a prospective study. We assessed maternal mood problems using the Mini International Neuropsychiatric Interview and PRAQ questionnaire during pregnancy and using STAI and EPDS questionnaires during pregnancy and at 6months after delivery. Maternal and child emotional availability were studied using the Emotional Availability Scales during the SFP at 6months. We observed and quantified child's negative affect during SFP episodes. We found that mothers with maternal mood problems (anxiety and/or depression) during pregnancy, but not postnatally, showed less optimal maternal structuring during the SFP, and the children showed lower involvement and responsiveness during interactions with their mothers. Furthermore, lower maternal emotional availability was related to the child's higher negative affect during the SFP. Our findings underline the independent roles of both prenatal stress exposure and maternal caregiving behavior in a child's socioemotional development.

Factor structure of the parental reflective functioning questionnaire and association with maternal postpartum depression and comorbid symptoms of psychopathology.

Parental reflective functioning (PRF) refers to the parent’s capacity to envision mental states in the infant and in themselves as a parent, and to link such underlying mental process with behavior, which is important for parenting sensitivity and child socio-emotional development. Current findings have linked maternal postpartum depression to impaired reflective skills, imposing a risk on the developing mother–infant relationship, but findings are mixed, and studies have generally used extensive methods for investigating PRF. The present study examined the factor structure and measurement invariance of the Danish version of the 18-item self-report Parental Reflective Functioning Questionnaire (PRFQ) in a sample of mothers with and without diagnosed postpartum depression. Moreover, the association between PRF and maternal postpartum depression in mothers with and without comorbid symptoms of personality disorder and/or clinical levels of psychological distress was investigated. Participants included 423 mothers of infants aged 1–11 months. Confirmatory factor analysis supported a three-factor structure of the PRFQ; however, item loadings suggested that a 15-item version was a more accurate measure of PRF in mothers of infants. Multi-group factor analysis of the 15-item PRFQ infant version indicated measurement invariance among mothers with and without diagnosed postpartum depression. Multinomial logistic regression showed that impaired PRF was associated with maternal psychopathology, although only for mothers with postpartum depression combined with other symptoms of psychopathology. These results provide new evidence for the assessment of maternal self-reported reflective skills as measured by a modified infant version of the PRFQ, as well as a more nuanced understanding of how variance in symptomatology is associated with impaired PRF in mothers in the postpartum period in differing ways.

Multilevel ecological analysis of the predictors of spanking across 65 countries

ObjectiveEnding violence against children is critical to promote the health and socioemotional development of children across the globe. To this end, the UNICEF and the WHO have called for the...

The role of the Home Literacy Environment for children's linguistic and socioemotional competencies development in the early years

AbstractBoth linguistic and socioemotional competencies develop in early childhood in the context of children's learning environments at home and during interactions with their parents. To support linguistic competencies, the Home Literacy Environment (HLE) and shared reading routines play a crucial role. In turn, research also indicates associations between the HLE and children's socioemotional development. Based on a sample of N = 132 children with an average age of M = 37 months (SD = 4.00) at t1, this longitudinal study aimed at investigating the role of the HLE for the development of children's linguistic and socioemotional competencies in the early years. Children's receptive and expressive linguistic abilities were assessed with standardized tests and educators and parents reported on the HLE and shared reading routines, as well as children's socioemotional competencies and problem behavior three times across 1 year. In a structural equation model, children's HLE was a significant predictor of children's socioemotional competencies and problem behavior via linguistic abilities. Consequently, children's HLE and parental shared reading habits may be a good target for interventions to support young children's socioemotional learning by contributing to their linguistic development.

A comparative study of cognitive and socio-emotional development in children with Rubinstein-Taybi syndrome and children with Autism Spectrum Disorder associated with a severe intellectual disability, and in young typically developing children with matched developmental ages

BackgroundCognitive and socio-emotional profiles of children with CREBBP-related Rubinstein-Taybi syndrome (RSTS 1), children with Autism Spectrum Disorder (ASD) with severe intellectual disability and developmental ages (DA) under 24 months, and typically developing (TD) children with similar DA were compared. ParticipantsThirty-one children with RSTS 1 (mean chronological age, CA = 59,8 months; 33−87) and thirty children with ASD, matched on CA and DA and developmental quotients (DQ), were compared to thirty TD children (CA ranged from 12 to 24 months). MethodsCognitive and socio-emotional developmental levels, DA and DQ were assessed with appropriated tests. ResultsMore socio-emotional developmental similarities were observed between TD and RSTS 1 than between TD and ASD children. Clinical groups displayed similar developmental delays in cognitive (self-image, symbolic play, means-ends, and object permanence) and socio-emotional domains (language and imitation). Children with RSTS 1 exhibited higher developmental levels in behavior regulation, joint attention, affective relations, emotional expression domains, and a lower developmental level in spatial relations domain. ConclusionsCommon interventions centered on symbolic play, self-image, language, and imitation for both clinical groups, and differentiated interventions centered on spatial abilities for RSTS 1 children and on social abilities for ASD could be used by caregivers were suggested.

Developmental disparities based on socioeconomic status and sex: an analysis of two large, population-based early childhood development assessments in Uruguay

ABSTRACT Measurement of early childhood development at the population level has traditionally been neglected in Latin America. In this context, Uruguay stands out for having two population-based protocols: the Nutrition, Child Development and Health Survey (ENDIS), a home survey, and the School Readiness - Child Development Inventory (INDI). This paper aims to present both assessment experiences and analyse Uruguayan children's cognitive and socioemotional development according to sex and their families' socioeconomic status (SES). Comparisons were made between samples of children aged 1–6. Results suggest that girls generally show better development, except for internalized behaviour, but effect sizes tend to be small. In both surveys, children of high-SES show better development indicators than their low-SES counterparts, with larger effect sizes in fluid intelligence (problem-solving and mathematics). Differences between SES-quintiles consolidate after 30 months of age. Our findings contribute to the development of evidence-based public policies aimed to reduce developmental disparities.

Pregnancy-specific stress and sensitive caregiving during the transition to motherhood in adolescents

BackgroundMaternal prenatal stress is associated with worse socio-emotional outcomes in offspring throughout childhood. However, the association between prenatal stress and later caregiving sensitivity is not well understood, despite the significant role that caregiving quality plays in child socio-emotional development. The goal of this study was to examine whether dimensions of pregnancy-specific stress are correlated with observer-based postnatal maternal caregiving sensitivity in pregnant adolescents.MethodsHealthy, nulliparous pregnant adolescents (n = 244; 90 % LatinX) reported on their pregnancy-specific stress using the Revised Prenatal Distress Questionnaire (NuPDQ). Of these 244, 71 participated in a follow-up visit at 14 months postpartum. Videotaped observations of mother-child free play interactions at 14 months postpartum were coded for maternal warmth and contingent responsiveness. Confirmatory factor analysis of the NuPDQ supported a three-factor model of pregnancy-specific stress, with factors including stress about the social and economic context, baby’s health, and physical symptoms of pregnancy.ResultsGreater pregnancy-specific stress about social and economic context and physical symptoms of pregnancy was associated with reduced maternal warmth but not contingent responsiveness.ConclusionsHeightened maternal stress about the social and economic context of the perinatal period and physical symptoms of pregnancy may already signal future difficulties in caregiving and provide an optimal opening for early parenting interventions.