Paternal and Maternal Depressive Symptoms and Sensitivity: Links with Trajectories of Socioemotional Problems in Toddlerhood.

Parental depressive symptoms and sensitivity have well-documented consequences for children; however, studies considering both parents are still scarce. This longitudinal study aimed to investigate the respective roles of paternal and maternal depressive symptoms and sensitivity in predicting the development of child socioemotional problems during toddlerhood. We also investigated the buffering role of each parent's sensitivity in the associations between the other parent's depressive symptoms and toddlers' socioemotional problems. The sample consisted of 140 Canadian families who were visited in their homes when children were around 13 (T1), 19 (T2), and 27 (T3) months of age. At T1, both parents' sensitivity was assessed from observations of parent-child interactions at home and each parent reported on his or her own depressive symptoms. At T1, T2, and T3, maternal and paternal perceptions of their toddler's socioemotional problems were assessed and aggregated. Growth curve analyses revealed that paternal and maternal depressive symptoms as well as paternal sensitivity were unique and persistent predictors of child socioemotional problems and that sensitive fathering acted as a buffer in the context of maternal depressive symptoms. This study highlights the importance of considering both parents when studying risk and protective factors for young children's socioemotional problems.

Executive Functions and Social-Emotional Problems in Toddlerhood: Nature, Persistence, and Direction of Associations.

Social-emotional problems can emerge as early as the first years of life and are associated with a broad range of negative outcomes throughout the lifespan. There is convincing evidence that poorer executive functions (EF) are associated with more social-emotional problems during childhood and adolescence. However, the nature, persistence, and direction of the associations between different components of EF and social-emotional problems in toddlerhood remain unclear. Using two complementary statistical approaches, the present study aimed to (a) identify the role of EF components (inhibitory control, cognitive flexibility, and working memory) in the emergence and maintenance of social-emotional problems during toddlerhood, and (b) explore potential bidirectional associations between toddlers' EF and social-emotional problems. EF and social-emotional problems were assessed around 13, 19, and 28 months of age in a sample of 133 typically developing toddlers (51% boys) from mostly White middle-class families. At each time point, EF were measured with three behavioral tasks and social-emotional problems with a well-validated questionnaire completed by mothers. Multilevel growth models revealed a significant increase in social-emotional problems across toddlerhood and a negative association between inhibitory control and social-emotional problems that persisted across time. Controlling for stability across time, cross-lagged panel models indicated that child inhibitory control at 19 months negatively predicted child social-emotional problems at 28 months, but not the reverse. This study highlights that toddlerhood is a period of significant increase in social-emotional problems and provides evidence for the protective role of early inhibitory control skills against the development of social-emotional problems during toddlerhood.

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.

Unraveling the effects of maternal breastfeeding duration and exclusive breast milk on children's cognitive abilities in early childhood.

Background: This study investigated the putative associations between mothers' use of exclusive breast milk and the duration of breastfeeding with child cognitive development. Methods: This study is based on 2,210 Canadian families with children assessed longitudinally from age 4 to 7 years on their memory-span and math skills. These cognitive abilities were measured with standardized tasks. Breastfeeding practices were collected via maternal reports. We applied propensity scores to control the social selection bias for breastfeeding. Results: Results adjusted for propensity scores and sample weight revealed no significant differences between non-breastfed children with those being non-exclusively breastfed for 5 months or less, and with children being exclusively breastfed for 9.2 months on average, on their early math skills and memory-span. We found that children who were non-exclusively breastfed for 6.8 months on average had a slightly higher levels of memory-span at age 4 than children who were never breastfed, and this small but significant difference lasted up to age 7. Conclusion: Our findings suggest no significant differences between children being exclusively breastfed and those fed with formula on their early math skills and memory-span. The encouragement of breastfeeding to promote child cognitive school readiness may, in some case (non-exclusive breastfeeding for more than 5 months), show a small but long-lasting advantage in early memory-span.

Prenatal maternal stress during the COVID-19 pandemic and birth outcomes: Is the newborn spared?

The COVID-19 pandemic has generated numerous stressors among the general population, but more specifically in pregnant women because of disruptions in prenatal care and delivery conditions. Studies suggest that prenatal maternal stress increased during the pandemic (Berthelot et al., 2020; Perzow et al., 2021; Tomfohr-Madsen et al., 2021). Considering what is known about the fetal programming potential of prenatal maternal stress, several researchers, early in the pandemic, raised concerns over the significant negative consequences that the pandemic context could have on birth outcomes. Studies comparing birth outcomes during versus before the pandemic suggest a marginal increase in birthweight and a significant decrease in preterm birth (Yang et al., 2022), but individual variations in prenatal maternal stress during the pandemic have received less attention. The objective of the present study is to examine the association between prenatal maternal stress during the COVID-19 pandemic and birth outcomes. During pregnancy, 195 expecting mothers reported on their general and pandemic-related stress. When their child was 6 months old, mothers completed a questionnaire collecting information on birth outcomes (gestational age, birthweight, head circumference and Apgar scores). Hierarchical linear regressions show that none of the maternal prenatal stress variables significantly predicted variations in birth outcomes. Potential pandemic-related protective factors (e.g., changes in life and hygiene habits, rest imposed by lockdowns) and the need to offer support to pregnant women are discussed.

From early birds to night owls: a longitudinal study of actigraphy-assessed sleep trajectories during the transition from pre- to early adolescence.

STUDY OBJECTIVES: Pre- and early adolescence are believed to constitute periods of important age-related changes in sleep. However, much of the research on these presumed developmental changes has used cross-sectional data or subjective measures of sleep, limiting the quality of the evidence. In addition, little is known about the development of certain features of the sleep-wake cycle pertaining to regularity (e.g. weekend-weekday differences and intra-individual variability) or circadian rhythms (e.g. sleep midpoint). METHODS: This study examined the sleep trajectories of 128 typically developing youth (69 girls) from ages 8 to 12 years on four sleep characteristics: sleep onset, sleep offset, total sleep time (TST), and sleep midpoint. For each of these characteristics, actigraphy-derived estimates of typical (i.e. mean) sleep and sleep regularity were obtained at each time point. Multilevel growth curves were modeled. RESULTS: Overall, the sleep-wake cycle significantly changed between 8 and 12 years. Mean sleep onset, offset and midpoint exhibited an ascending curvilinear growth pattern that shifted later with age, while mean TST decreased linearly. Weekend-weekday differences (social jetlag) for sleep offset and midpoint became more pronounced each year. Weekday TST was longer than weekend TST, though this difference became smaller over time. Finally, intra-individual variability increased over time for all sleep characteristics, with variability in TST ascending curvilinearly. Important between-person and sex differences were also observed. CONCLUSION: This study reveals the marked changes that occur in the sleep of typically developing pre- and early adolescents. We discuss the potential implications of these trajectories.

Child Cognitive Flexibility and Maternal Control: A First Step toward Untangling Genetic and Environmental Contributions.

Executive functions (EF) play an essential role in many spheres of child development. Therefore, it is crucial to get a better understanding of their etiology. Using a genetic design that involved 934 twins (400 monozygotic), this study examined the etiology of cognitive flexibility, a component of EF, at 5 years of age and its phenotypic and etiological associations with maternal control. Cognitive flexibility was measured in a laboratory setting at 5 years of age using a well-known EF-task, i.e. the Dimensional Change Card Sort (DCCS). Maternal control was measured using a self-report questionnaire. The univariate genetic model demonstrated that environmental factors mainly explained individual differences in preschoolers' performance on the DCCS task. A bivariate genetic model demonstrated that non-shared environmental mechanisms mainly explained the association (r = .-13) between maternal control and children's performance on the DCCS task. This study represents a preliminary step toward a better understanding of the genetic and environmental contributions underlying the relation between parenting behaviors and children's EF.

Paternal mind-mindedness and children's academic achievement: Investigating developmental processes.

This study tested a 5-year sequential mediation model linking paternal mind-mindedness in toddlerhood to child early academic achievement through a developmental process unfolding in the preschool years. A sample of 128 mostly White middle-class families (68 girls) living in Montreal, Canada was assessed for paternal mind-mindedness when children were 18 months old, child language at age 2, theory of mind and effortful control at age 4, cognitive school readiness in kindergarten, and finally, achievement in math and reading in first grade. Controlling for maternal mind-mindedness assessed at age 12 months, the results showed prospective associations from paternal mind-mindedness to both math and reading achievement, mediated by theory of mind, effortful control, and school readiness in sequence. Results suggest that paternal mind-mindedness may support child academic outcomes by promoting the acquisition of intermediate skills during preschool years. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

A sequential model of the contribution of preschool fluid and crystallized cognitive abilities to later school achievement.

The present study documented in two distinct population-based samples the contribution of preschool fluid and crystallized cognitive abilities to school achievement in primary school and examined the mediating role of crystallized abilities in this sequence of predictive associations. In both samples, participants were assessed on the same cognitive abilities at 63 months (sample 1, n = 1072), and at 41 and 73 months (sample 2, n = 1583), and then with respect to their school achievement from grade 1 (7 years) to grade 6 (12 years). Preschool crystallized abilities were found to play a key role in predicting school achievement. They contributed substantially to school achievement in the early school years, but more modestly in the later years, due to the strong auto-regression of school achievement. They also mediated the association between fluid abilities and later school achievement in the early grades of school, with the former having modest direct contribution to the latter in the later grades. These findings are discussed regarding their implication for preventive interventions.

Early temperamental and biological predictors of dimensions of social withdrawal in childhood.

Social wariness and preference for solitude, two dimensions of social withdrawal, show unique associations with various socioemotional difficulties in childhood, including internalizing and peer problems. However, their early childhood predictors remain vastly undocumented. The present study aimed to examine whether early indicators of reactivity in situations of unfamiliarity such as behavioral inhibition, affect, and cortisol independently, or in interaction with emotion regulation as indexed by vagal tone, predict later social wariness and preference for solitude. Participants were 1209 children from the Quebec Newborn Twin Study. Vagal tone was assessed at 5 months, and behavioral inhibition, affect, and cortisol were assessed at 19 months in situations of unfamiliarity. Mothers, teachers, and peers evaluated social wariness and preference for solitude repeatedly from 4 to 10 years old. Findings show that three temperamental dimensions, social inhibition, nonsocial inhibition, and affect accounted for the variability in reactions to unfamiliarity. Behavioral inhibition to social unfamiliarity at 19 months predicted social wariness during the preschool years. Poor vagal regulation at 5 months exacerbated the risk associated with negative affect at 19 months to predict preference for solitude during the preschool years. Overall, results show that social wariness and preference for solitude may follow different developmental pathways.

Paternal mind-mindedness and infant-toddler social-emotional problems.

A growing body of evidence suggests that paternal behaviors are influential in child development. However, few studies have focused on paternal mind-mindedness, that is, the tendency of fathers to view their child as having mental agency, which is manifested as a propensity to name the child's mental states while they are interacting with the child. The purpose of this study was to better understand the role of paternal mind-mindedness in the development of social-emotional problems during infancy. 131 families (father-mother-child) were recruited from the community and assessed when children were 6, 12, and 18 months old. Paternal and maternal mind-mindedness was assessed through observation of father-child and mother-child dyads at 6 months. Children's social-emotional problems were measured with a questionnaire completed by both parents at 12 and 18 months. Results indicate that maternal mind-mindedness at 6 months predicts fewer social-emotional problems at 12 months, while fathers' mind-mindedness at 6 months predicts fewer social-emotional problems at 18 months. This study highlights the unique contribution of paternal mind-mindedness to children's early social-emotional development.

Effects of maternal docosahexaenoic acid supplementation on brain development and neurodevelopmental outcomes of breastfed preterm neonates: protocol for a follow-up at preschool age of a randomised clinical trial (MOBYDIckPS).

INTRODUCTION: Docosahexaenoic acid (DHA), an omega-3 fatty acid, is important for brain development with possible implications in neurodevelopmental outcomes. In the two-arm, randomised, double-blind, placebo-controlled Maternal Omega-3 Supplementation to Reduce Bronchopulmonary Dysplasia in Very Preterm Infants trial, very preterm infants (<29 weeks' gestation) were supplemented in high doses of DHA or placebo until they reached 36 weeks' postmenstrual age. We propose a long-term neurodevelopmental follow-up of these children. This protocol details the follow-up at 5 years of age, which aims to (1) confirm our long-term recruitment capacity and (2) determine the spectrum of neurodevelopmental outcomes at preschool age following neonatal DHA supplementation. METHODS AND ANALYSIS: This long-term follow-up involves children (n=194) born to mothers (n=170) randomised to DHA (n=85) or placebo (n=85) from the five sites in Quebec when they will be 5 years' corrected age. The primary outcome measure is related to the long-term recruitment capacity, which we determined as successful if 75% (±10%, 95% CI) of the eligible children consent to the 5-year follow-up study. Interviews with mothers will be conducted to assess various aspects of neurodevelopment at preschool age (executive functions, behavioural problems, global development and health-related quality of life), evaluated with standardised neurodevelopmental questionnaires. In addition, a semistructured interview conducted in a subset of the mothers will be used to determine their acceptability and identify barriers and enablers to their eventual participation to the next phase of the trial. This follow-up study will require approximately 22 months to be completed. ETHICS AND DISSEMINATION: This study was approved by the CHU de Québec-Université Laval Research Ethics Board (MP-20-2022-5926). Mothers will provide informed consent before participating in this study. Findings will be disseminated through peer-reviewed publications and conference presentations. TRIAL REGISTRATION NUMBER: NCT02371460.

Mother-child interactions and child anger proneness as antecedents of changes in sleep during the preschool period.

Age-related developments in sleep during the preschool years are normative and consequential. Yet, very few studies have examined the antecedents of individual differences in such developments, and most have used parental reports of child sleep. This study aimed to investigate the roles of mutual responsiveness in mother-child interactions and child temperamental anger proneness in the prediction of changes in sleep during the preschool period. The sample was comprised of 94 children (44 girls, 50 boys) of mostly White (93%) and college-educated (85%) mothers. Mother-child mutual responsiveness and child anger proneness were assessed at 2 years, and sleep was assessed using actigraphy at the ages of 2, 3, and 4 years. Multilevel growth models revealed that higher temperamental anger proneness was concurrently associated with lower sleep efficiency and shorter nighttime sleep duration at 2 years. In regard to changes in sleep, nighttime sleep duration decreased between 2 and 4 years among children exposed to lower mutual responsiveness in interactions with their mothers. High anger proneness was related to an increase in sleep efficiency from 2 to 4 years, whereas low anger proneness was associated with a decrease in nighttime duration during the same period. No interactive effect was found between anger proneness and mother-child mutual responsiveness. These results suggest that mother-child relationships and child temperament may play different roles, not only in children's concurrent sleep patterns but also in changes in sleep across the preschool period. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

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.

Social wariness, preference for solitude, and peer difficulties in middle childhood: A longitudinal family-informed study.

The present study examined, within a longitudinal family-informed design and across middle childhood, the predictive associations between preference for solitude and social wariness, two forms of social withdrawal, and peer difficulties. Specifically, preference for solitude, rather than social wariness, was expected to predict peer victimization and rejection, two aspects of peer difficulties. A total of 1,014 children from the Quebec Newborn Twin Study were assessed by teachers and peers at ages 6, 7, and 10 years. Multilevel analyses conducted across three levels, between family, within family, and within person, revealed that preference for solitude, rather than social wariness, increased the risk for peer difficulties in terms of both peer victimization and peer rejection. Specifically, preference for solitude was systematically associated with peer rejection starting at age 6 years and became progressively associated with peer victimization over time. This pattern was found both between and within families. In addition, the predictive association with peer rejection was found within genetically identical, monozygotic twin pairs, suggesting that this predictive association existed after taking into account genetic vulnerabilities. Social wariness was systematically unrelated to peer difficulties. These findings suggest that preference for solitude, rather than social wariness, is a risk factor for peer difficulties. They underscore the relevance of distinguishing these dimensions of social withdrawal and illustrate the usefulness of a family-informed design to document the processes underlying childhood social adjustment. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

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.

History of perinatal loss: A study of psychological outcomes in mothers and fathers after subsequent healthy birth.

BACKGROUND: The loss of an expected child is a psychologically difficult and potentially traumatic life event. While most women will become pregnant again within a year following the loss, data are limited regarding the mental health of parents with a history of perinatal loss, especially in the period following the birth of a subsequent healthy child. This study, therefore, investigated the relation between perinatal loss and mothers' and fathers' psychological symptoms and parenting stress 6-months after the birth of a healthy child. METHODS: A community sample of 92 mother-father dyads living in a Canadian city and having a 6-month-old biological infant were asked to complete questionnaires measuring their history of perinatal losses (55 parents reporting at least one loss) and their psychological symptoms and parenting stress. RESULTS: Mothers and fathers who have experienced a perinatal loss reported more psychological symptoms and parenting stress. Mothers were more likely to report psychological symptoms and parenting stress compared to fathers, but the magnitude of the relation between perinatal losses and psychological outcomes were comparable for mothers and fathers. LIMITATIONS: Limitations of the study include the use of a small community sample with low generalizability and low levels of psychological symptoms and stress. CONCLUSIONS: The results suggest that the experience of a perinatal loss might have negative consequences on the psychological wellbeing of parents even after the birth of a healthy child.

Trajectories of Overprotective Parenting and Hyperactivity-Impulsivity and Inattention Among Moderate-Late Preterm Children: A Population-Based Study.

Parents of preterm children are more likely to adopt non-optimal parenting behaviors than parents of full-term (FT) children. However, there is a lack of studies on parents of children born moderate to late preterm (MLP; 32-36 gestational weeks). In this study, we aimed to examine: (1) the association between MLP birth status and the trajectory of parental overprotection throughout preschool years, and (2) the role of parental overprotection, MLP birth status, and their interaction in the prediction of the trajectories of hyperactivity-impulsivity and inattention throughout childhood. Data comes from a Canadian representative population-based cohort including 2028 FT, 100 MLP children, and their parents. Overprotective parenting was measured when children were 5, 17, and 29 months old. Hyperactivity-impulsivity and inattention symptoms were measured repeatedly from 4 to 8 years of age. Trajectories of parents' overprotectiveness and children's hyperactivity-impulsivity and inattention were modeled. MLP birth status was associated with an increase in parental overprotectiveness across the preschool period. MLP birth status and parental overprotection were both found to be associated with higher levels of hyperactivity-impulsivity symptoms across childhood. No interaction was found between birth status and parental overprotection. The results suggest that parents of MLP children become more overprotective across time compared to parents of FT children and that children born MLP and/or exposed to higher levels of parental overprotection demonstrated higher levels of hyperactivity-impulsivity symptoms across childhood.

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.