On executive functioning and childcare: The moderating role of parent-child interactions.

Childcare services are widely used by families and thereby exert an important influence on many young children. Yet, little research has examined whether childcare may impact the development of child executive functioning (EF), one of the pillars of cognitive development in early childhood. Furthermore, despite persisting hypotheses that childcare may be particularly beneficial for children who have less access to optimal developmental resources at home, research has yet to address the possibility that putative associations between childcare and EF may vary as a function of family factors. Among a sample of 180 mostly White middle-class families (91 girls), we examined if childcare participation in infancy was related to two aspects of EF (Delay and Conflict) at 3 years, and whether two aspects of maternal parenting behavior (sensitivity and autonomy support) moderated these associations. The results showed positive associations between participation in group-based childcare and Delay EF specifically among children of relatively less autonomy-supportive mothers. These findings suggest that out-of-home childcare services may play a protective role for children exposed to parenting that is less conducive to their executive development. RESEARCH HIGHLIGHTS: Little research has considered effects of childcare in infancy on executive functioning (EF). Long-standing hypothesis that childcare is more beneficial for children exposed to less sensitive and supportive parenting. We test interactions between maternal parenting and childcare participation in infancy in relation to EF at age 3 years. We find positive associations between participation in group-based childcare and Delay EF specifically among children of relatively less autonomy-supportive mothers.

Revisiting the childcare-attachment question: under what conditions is childcare participation associated with mother-child attachment security?

Decades have passed since the controversy regarding the putative risks of childcare for mother-child attachment broke out. Yet, some uncertainty remains, as relevant studies have produced inconsistent evidence. Some have proposed that those conflicting findings may be due to the fact that the effects of childcare are conditioned on parenting. Accordingly, this study examined whether relations between childcare participation and mother-child attachment vary according to maternal sensitivity and autonomy support. In this sample of 236 mother-child dyads, there was no indication of main effects of childcare participation on attachment. There were, however, some interactive effects, such that the children who showed the least secure attachment behaviors were those who did not attend childcare and had either less sensitive or less autonomy-supportive mothers. The findings suggest that the effects of childcare on mother-child attachment are best understood in light of the parenting children receive at home.

Longitudinal associations between mother-child attachment security in toddlerhood and white matter microstructure in late childhood: a preliminary investigation.

Early childhood experiences are considered to influence the strength and effectiveness of neural connections and thus the development of brain connectivity. As one of the most pervasive and potent early relational experiences, parent-child attachment is a prime candidate to account for experience-driven differences in brain development. Yet, knowledge of the effects of parent-child attachment on brain structure in typically developing children is scarce and largely limited to grey matter, whereas caregiving influences on white matter (i.e. neural connections) have seldom been explored. This study examined whether normative variation in mother-child attachment security predicts white matter microstructure in late childhood and explored associations with cognitive-inhibition. Mother-child attachment security was assessed using home observations when children (N = 32, 20 girls) were 15 and 26 months old. White matter microstructure was assessed using diffusion magnetic resonance imaging when children were 10 years old. Child cognitive-inhibition was tested when children were 11 years old. Results revealed a negative association between mother-toddler attachment security and child white matter microstructure organization, which in turn related to better child cognitive-inhibition. While preliminary given the sample size, these findings add to the growing literature that suggests that rich and positive experiences are likely to decelerate brain development.

Marital satisfaction, parenting stress, and family alliance: Parental perspective taking as a moderator.

Research has shown that family alliance (FA), operationalized as the quality of mother-father-child triadic interactions, is important for child socioemotional development. However, few studies have investigated the predictors of FA, and there are few longitudinal studies available. Accordingly, this study first examined whether mothers' and fathers' marital satisfaction and parenting stress during infancy predicted FA five years later, when their children entered kindergarten. Second, the moderating role of both parents' perspective-taking capacity as a moderator of these longitudinal associations was examined. The study was conducted with 113 intact families (mother-father-child). Marital satisfaction, parenting stress, and perspective taking were reported by both parents and FA was assessed by observation. Contrary to expectations, neither parent's marital satisfaction or parenting stress was directly related to family alliance. However, significant moderating effects were found for both parents' perspective taking, such that higher paternal and maternal parenting stress predicted poorer FA only among parents with relatively lower perspective-taking capacities. These findings suggest that some aspects of the quality of family interactions when children enter school can be predicted by mothers' and fathers' personal dispositions assessed as early as five years prior.

Longitudinal associations between the quality of family interactions and school-age children's narrative abilities in the context of financial insecurity.

This longitudinal study investigates whether the quality of family interactions at 3-5 years of age predicts narrative abilities in 7-9-year-old children from socioeconomically disadvantaged families. The sample consists of 67 children and their parents receiving social welfare. Family interactions were filmed during mealtime at home and coded using the Mealtime Interaction Coding System. Children's narrative abilities were measured based on their capacity to coherently elaborate and resolve stories from the Attachment Story Completion Task. Results revealed that children exposed to family interactions of higher quality make their narratives more accessible and understandable and include more appropriate expression of affects in their stories 4 years later, even after accounting for maternal education and verbal abilities. The results of this study highlight the importance of considering family interactions in the context of financial insecurity when studying socioemotional competence in childhood.

Disorganized attachment behaviors in infancy as predictors of brain morphology and peer rejection in late childhood.

Studies show robust links between disorganized attachment in infancy and socioemotional maladjustment in childhood. Little is known, however, about the links between disorganized attachment and brain development, and whether attachment-related differences in brain morphology translate into meaningful variations in child socioemotional functioning. This study examined the links between infants' disorganized attachment behaviors toward their mothers, whole-brain regional grey matter volume and thickness, and peer rejection in late childhood. Thirty-three children and their mothers took part in this study. The Strange Situation Procedure was used to assess mother-infant attachment when infants were 18 months old. Magnetic resonance imaging was performed when they were 10 years old to assess cortical thickness and grey matter volumes. Children and teachers reported on peer rejection 1 year later, as an indicator of socioemotional maladjustment. Results indicated that disorganized attachment was not associated with grey matter volumes. However, children who exhibited more disorganized attachment behaviors in infancy had significantly thicker cortices in bilateral middle and superior frontal gyri, and extending to the inferior frontal gyrus, as well as the orbitofrontal and insular cortices in the right hemisphere in late childhood. Moreover, children with thicker cortices in these regions experienced greater peer rejection, as rated by themselves and their teachers. Although preliminary, these results are the first to indicate that disorganized attachment may play a role in cortical thickness development and that changes in cortical thickness are associated with differences in child socioemotional functioning.

The latent structure of the adult attachment interview: Large sample evidence from the collaboration on attachment transmission synthesis.

The Adult Attachment Interview (AAI) is a widely used measure in developmental science that assesses adults' current states of mind regarding early attachment-related experiences with their primary caregivers. The standard system for coding the AAI recommends classifying individuals categorically as having an autonomous, dismissing, preoccupied, or unresolved attachment state of mind. However, previous factor and taxometric analyses suggest that: (a) adults' attachment states of mind are captured by two weakly correlated factors reflecting adults' dismissing and preoccupied states of mind and (b) individual differences on these factors are continuously rather than categorically distributed. The current study revisited these suggestions about the latent structure of AAI scales by leveraging individual participant data from 40 studies (N = 3,218), with a particular focus on the controversial observation from prior factor analytic work that indicators of preoccupied states of mind and indicators of unresolved states of mind about loss and trauma loaded on a common factor. Confirmatory factor analyses indicated that: (a) a 2-factor model with weakly correlated dismissing and preoccupied factors and (b) a 3-factor model that further distinguished unresolved from preoccupied states of mind were both compatible with the data. The preoccupied and unresolved factors in the 3-factor model were highly correlated. Taxometric analyses suggested that individual differences in dismissing, preoccupied, and unresolved states of mind were more consistent with a continuous than a categorical model. The importance of additional tests of predictive validity of the various models is emphasized.

Exploring the Relationships Between Child Maltreatment and Risk Factors for Pregnancy Complications.

OBJECTIVE: This study explored the pathways underlying the relationships between child maltreatment (CM) subtypes (i.e., physical, sexual, and emotional abuse and neglect) and factors associated with a heightened risk of pregnancy complications by examining post-traumatic stress disorder (PTSD) symptoms as a potential mediator. METHODS: A sample of 98 pregnant parents between the ages of 18 and 29 years was recruited through social media and community organizations throughout Canada. Participants completed a series of surveys on their exposure to CM, PTSD symptoms, and pregnancy experiences on a secure online platform. Following data cleaning procedures, 85 participants were included in this study. RESULTS: Four separate mediation analyses were conducted with child neglect, physical abuse, sexual abuse, and emotional abuse as factors associated with a heightened risk of pregnancy complications (i.e., a congregate score of limited prenatal care, weight gain concerns, smoking, second-hand smoke, alcohol consumption, substance use, and insufficient food intake during pregnancy). Each CM subtype was associated with increased PTSD symptoms, which were in turn associated with the presence of more factors known for increasing the risk of pregnancy complications. Neglect, physical abuse, sexual abuse, and emotional abuse were all indirectly associated with the presence of more factors associated with a heightened risk of pregnancy complications through their association with PTSD symptoms. CONCLUSIONS: Findings from this study could encourage prenatal care providers to screen for CM history and PTSD symptoms. Furthermore, mental health treatment early in the prenatal period may improve pregnant parents' health and lower their risk of pregnancy complications.

Prospective relations between sleep in preschool years and academic achievement at school entry.

It is often assumed that adequate sleep is a key ingredient of children's school success. Research to date, however, suggests modest associations between child sleep and academic achievement. Adopting a developmental perspective, this report investigates the associations between age-related changes in sleep across the preschool period and academic achievement at school entry. Sleep was assessed by actigraphy at ages 2, 3 and 4 among 128 children from mostly White middle-class families, and their performance in reading and mathematics was tested in Grade 1. The results revealed that children whose sleep duration decreased more rapidly across the preschool period showed better performance in both reading and mathematics. These results suggest that age-related developments may be a key characteristic of sleep in the preschool years.

Quality of father-child relationships as a predictor of sleep developments during preschool years.

Substantial developmental changes in sleep occur during the preschool period, but few studies have investigated the factors that forecast these developments. The aim of this study was to examine whether three aspects of father-child relationships in toddlerhood predicted individual differences in developmental patterns of change in five actigraphy-derived sleep variables during the preschool period (N = 67; sleep assessed yearly between 2 and 4 years). In a predominantly White and middle-to-higher income sample, paternal mind-mindedness and quality of father-child interactions were assessed during father-child free play at 18 months and fathers self-reported on their involvement in childrearing at age 2. Multilevel growth modeling revealed that children whose father made more mind-related comments during father-child interactions had a higher proportion of sleep taking place during nighttime as well as shorter daytime and total sleep duration at 2 years. This was, however, followed by a relative leveling off (i.e., less rapid change) of these sleep features between 2 and 4 years. Given previous studies documenting that nighttime sleep proportion increases while daytime and total sleep duration decrease during preschool years, the findings suggest that children who are exposed to more paternal mind-mindedness may reach more mature sleep patterns earlier in development.

Further evidence for the multidimensional nature of maternal sensitivity: differential links with child socioemotional functioning at preschool age.

There has been increasing scholarly attention to the study of maternal sensitivity as a multidimensional construct. This report investigated the predictive value of three dimensions of sensitivity during mother-infant interactions in an effort to gain greater understanding of how specific facets of sensitivity relate to child socioemotional outcomes. Maternal cooperation/attunement (accurate interpretation of infant cues and capacity to adjust the interaction correspondingly), positivity (positive attitude toward the infant), and accessibility/availability (consistent attentiveness) were assessed observationally in 195 mothers of 1-year-old infants. Child socioemotional functioning was assessed using behavioral tasks and maternal and teacher reports when children were 4 years of age. The results revealed that maternal accessibility/availability was predictive of less externalizing behavior, more prosocial behavior (mother- and teacher-reported), and better theory of mind, while maternal positivity predicted effortful control. These results highlight the advantages of a multidimensional assessment in understanding how sensitivity predicts different developmental outcomes.

Persistent Changes in Child Behavior After Early Mild Traumatic Brain Injury.

OBJECTIVE: To document longitudinal changes in internalizing and externalizing behavioral symptoms after mild traumatic brain injury (mTBI) sustained in early childhood (i.e., between 18 and 60 months of age). METHODS: Participants (N = 226) were recruited to one of three groups: children with mTBI, typically developing children and orthopedic injured children. The Child Behavior Checklist was used to document the presence of internalizing and externalizing behaviors at 6, 18, and 30 months postinjury. Linear mixed-model analyses were used to examine group effects on the trajectory of internalizing and externalizing behavioral manifestations over 30 months postinjury. RESULTS: Children who sustain mTBI during the preschool period have higher rates of internalizing and externalizing behavioral symptoms at the initial assessment time point and these symptoms persist up to 30 months postinjury. Moreover, results indicate that for up to 18 months postinjury, significantly more children with mTBI present behavioral difficulties that may require some form of clinical attention (i.e., scores in the borderline or clinical range), than do their orthopedically injured and noninjured peers. CONCLUSIONS: Sustaining mTBI early in life may lead to long-lasting behavioral changes in young children (i.e., at least 30 months). These changes are likely the product of a complex interplay between neurological and non-neurological factors, both contributing to generating and maintaining behavioral difficulties.

From Early Relationships to Preacademic Knowledge: A Sociocognitive Developmental Cascade to School Readiness.

This study aimed to test a four-wave sequential mediation model linking mother-child attachment to children's school readiness through child executive functioning (EF) and prosociality in toddlerhood and the preschool years. Mother-child attachment security was assessed when children (N = 255) were aged 15 months and 2 years, child EF at age 2, prosocial behavior at age 4, and finally cognitive school readiness in kindergarten (age 6). The results revealed three indirect pathways linking attachment to school readiness: one through EF only, one through prosocial behavior only, and a last pathway involving both EF and prosocial behavior serially. These findings suggest that secure attachment may equip children with both cognitive and social skills that are instrumental to their preparedness for school.

Patterns of growth in executive functioning during school years: Contributions of early mother-child attachment security and maternal autonomy support.

Executive functioning (EF) undergoes marked developmental improvements during the early school years. Given the crucial role of EF in learning and school adjustment, it is important to document the factors that bolster the development of executive competence, especially during a period of growth. Although substantial evidence suggests that parent-child relationships relate to EF, few longitudinal studies have examined the parental antecedents of EF developmental trajectories during the school years. Accordingly, this multiyear longitudinal study (N = 102) explored the respective roles of early mother-child attachment security and maternal autonomy support in the prediction of patterns of growth in working memory, cognitive flexibility, and planning skills across Grades 2 to 4. Multilevel growth curve analyses revealed a unique positive relation between attachment security and all EF skills, whereas autonomy support was mainly independently associated with initial planning performance. These findings provide further suggestion for a global contribution of secure attachment relationships to children's executive competence and highlight the importance of supporting children's autonomy to foster the emergence of more complex EF abilities such as planning. This study also supports the relevance of considering multiple aspects of parent-child relationships to delineate how early caregiving experiences contribute to children's EF development.

miR-122 does not impact recognition of the HCV genome by innate sensors of RNA but rather protects the 5' end from the cellular pyrophosphatases, DOM3Z and DUSP11.

Hepatitis C virus (HCV) recruits two molecules of the liver-specific microRNA-122 (miR-122) to the 5' end of its genome. This interaction promotes viral RNA accumulation, but the precise mechanism(s) remain incompletely understood. Previous studies suggest that miR-122 is able to protect the HCV genome from 5' exonucleases (Xrn1/2), but this protection is not sufficient to account for the effect of miR-122 on HCV RNA accumulation. Thus, we investigated whether miR-122 was also able to protect the viral genome from innate sensors of RNA or cellular pyrophosphatases. We found that miR-122 does not play a protective role against recognition by PKR, RIG-I-like receptors, or IFITs 1 and 5. However, we found that knockdown of both the cellular pyrophosphatases, DOM3Z and DUSP11, was able to rescue viral RNA accumulation of subgenomic replicons in the absence of miR-122. Nevertheless, pyrophosphatase knockdown increased but did not restore viral RNA accumulation of full-length HCV RNA in miR-122 knockout cells, suggesting that miR-122 likely plays an additional role(s) in the HCV life cycle, beyond 5' end protection. Overall, our results support a model in which miR-122 stabilizes the HCV genome by shielding its 5' terminus from cellular pyrophosphatase activity and subsequent turnover by exonucleases (Xrn1/2).

Disentangling the Direction of Associations between Sleep and Temperament in Toddlers.

OBJECTIVES/BACKGROUND: Although much research has investigated the associations between children's sleep and their temperament, the direction of these associations remains unclear, largely due to a lack of longitudinal studies with repeated assessments of both sleep and temperament. Aiming to clarify the temporal precedence of these two constructs, the current study investigated reciprocal associations between toddlers' sleep and temperament with a longitudinal design. PARTICIPANTS: The sample consisted of 82 toddlers (39 girls) assessed twice. METHODS: At both 2 (M = 25.23 months; SD = 1.11) and 3 years of age (M = 36.81 months; SD = 0.91), toddlers' sleep duration and quality were assessed using actigraphy and their temperament was reported by their mothers with the Toddler Behavior Assessment Questionnaire. RESULTS: Shorter nighttime sleep duration (ß = - .28, p = .03) and lower sleep efficiency (ß = - .33, p = .01) at 2 years predicted more temperamental proneness to anger at 3 years, while greater temperamental social fear at 2 years was predictive of shorter 24-hour (ß = - .44, p = .02) and nighttime (ß = - .36, p = .04) sleep duration at 3 years. Associations between temperamental activity level and sleep variables were non-significant. CONCLUSION: The direction of the associations between toddlers' sleep and their temperament may vary according to which dimension of temperament is considered. These findings should encourage practitioners to identify the beginning of the causal chain leading to sleep or temperamental difficulties so as to develop well-tailored intervention plans.

Beyond sites 1 and 2, miR-122 target sites in the HCV genome have negligible contributions to HCV RNA accumulation in cell culture.

Hepatitis C virus (HCV) recruits two molecules of the liver-specific microRNA-122 (miR-122) to two adjacent sites (S1 and S2) located at the 5' end of the viral RNA genome. This interaction promotes HCV RNA accumulation by stabilising the viral RNA and resulting in alteration of the secondary structure of the viral genome. In addition to S1 and S2, the HCV genome contains several other putative miR-122 binding sites, one in the IRES region, three in the NS5B coding region, and one in the 3' UTR. We investigated and compared the relative contributions of the S1, S2, IRES, NS5B (NS5B.1, 2 and 3) and 3' UTR sites on protein expression, viral RNA accumulation, and infectious particle production by mutational analysis and supplementation with compensatory mutant miR-122 molecules. We found that mutations predicted to alter miR-122 binding at the IRES and NS5B.2 sites lead to reductions in HCV core protein expression and viral RNA accumulation; with a concomitant decrease in viral particle production for the NS5B.2 mutant. However, supplementation of miR-122 molecules with compensatory mutations did not rescue these site mutants to wild-type levels, suggesting that mutation of these sequences likely disrupts an additional interaction important to the HCV life cycle, beyond direct interactions with miR-122. Thus, S1 and S2 play a predominant role in viral RNA accumulation, while miR-122 interactions with the IRES, NS5B and 3' UTR regions have negligible contributions to viral protein expression, viral RNA accumulation, and infectious particle production.

Socioeconomic Status in Infancy and the Developing Brain: Functional Connectivity of the Hippocampus and Amygdala.

The development of the hippocampus and amygdala is particularly sensitive to environmental factors, including socioeconomic status (SES). Studies that have investigated associations between SES and brain development markers have rarely focused on connectivity. Accordingly, this longitudinal study examined whether SES in infancy (parental education and income-to-needs ratio) predicts the functional connectivity of the hippocampus and amygdala in late childhood, and in turn whether functional connectivity is associated with child socioemotional adjustment in a middle-class sample. SES indices were measured when children (n = 28) were 7 months old. When children were 10 years of age, they underwent a resting-state functional magnetic resonance imaging exam, and their school teachers completed a questionnaire assessing child socioemotional adjustment. Whole-brain regression analyses, including left and right hippocampi and amygdalae as seeds and SES indices as predictors, revealed that higher parental education predicted stronger functional connectivity between the left and right hippocampi and the right amygdala with the dorsal anterior cingulate cortex, and between the left amygdala and bilateral angular gyrus, after accounting for child age and sex. In turn, the connectivity of these regions was associated with higher child prosocial behavior. These findings contribute to the emerging literature suggesting that SES is associated with variability in the neural substrates of social abilities in children.

Behavior problems in sexually abused preschoolers over a 1-year period: The mediating role of attachment representations.

According to the developmental psychopathology framework, adverse childhood experiences, including child sexual abuse (CSA), may alter the course of normal development in children. Attachment security has been identified as a protective factor against psychopathology and may thus play a critical role in predicting victims' adaptation. The main objective of the present study was to investigate the mediating effect of attachment representations in the relation between CSA and behavior problems over a 1-year period. The sample consisted of 391 children (251 sexually abused) aged 3.5 to 6 years. The Attachment Story Completion Task and the Child Behavior Checklist were used. Disorganized attachment partially mediated the relation between CSA and children's internalizing and externalizing behavior problems 1 year following the initial assessment. This mediation effect was not found for ambivalent nor secure attachment dimensions. Child gender was found to moderate the association between CSA and disorganization, with larger effects of CSA among boys. These findings underscore the importance of considering attachment representations in treatment programs for preschool victims. Evidence-based practice focusing on trauma could be combined with an attachment-based intervention targeting the parent-child relationship. Moreover, interventions should be gender sensitive, as CSA appears to affect boys and girls differently.

Normative developmental trajectories of actigraphic sleep variables during the preschool period: A three-wave longitudinal study.

Important changes in sleep are believed to occur in the preschool years, but studies that have documented these changes were generally cross-sectional or based on subjective sleep measures. The current longitudinal study modeled the developmental trajectories followed by five sleep variables objectively assessed during the preschool period. Children (N = 128) wore an actigraph over 3 days at 2, 3, and 4 years of age and change in sleep variables was assessed with growth curves. The results showed a linear decrease of daytime, total, and nighttime sleep duration, and a linear increase of sleep efficiency and proportion of nighttime to total sleep. For all sleep variables, the rhythm of change was relatively uniform across children, but there was significant inter-individual variation around the initial status for most variables. To our knowledge, this study is the first to model the developmental trajectories followed by several sleep variables during the preschool period.