Child body mass index, genotype and parenting in the prediction of restrictive feeding.

BACKGROUND: Restrictive feeding is implicated in pediatric obesity, and caregivers increase controlling feeding practices on the basis of higher child weight status. However, few studies have examined how child genetic and parenting characteristics together impact restrictive feeding. OBJECTIVES: We examined whether child body mass index (BMI) status predicts caregiver use of restrictive feeding and if this association is moderated by (i) caregiver strategies to manage their children's distress and (ii) child variations in the catechol-O-methyltransferase (COMT) gene (Val158 Met, rs4680). METHODS: Participants included 126 Caucasian children (50% girls) and their caregivers who were participating in a larger study in the USA. Caregivers reported on their feeding practices and responses to child distress when children were 2.5-3.5 years of age. Child anthropometric measurements were also obtained. Restrictive feeding was assessed again 1-1.5 years later. Genomic DNA was obtained from saliva samples, and COMT-rs4680 was genotyped using TaqMan® methodology. RESULTS: Child BMI percentile predicted subsequent caregiver restrictive feeding for children who were Met/Met and who had caregivers reporting higher use of negative responses to child distress. For Val carriers, BMI percentile predicted restrictive feeding when caregivers were below the mean on these responses. CONCLUSIONS: Caregivers are at risk for use of restrictive feeding practices when their children are at higher BMI percentiles, and this association increases when caregivers use more ineffective stress regulation practices and their children are homozygous for the Met allele. Prevention programmes might focus on parenting behaviours that foster emotion regulation and consider variation in child responses to parenting.

Friendship and social competence in a sample of preschool children attending Head Start.

Relations between friendship (operationalized as reciprocated or nonreciprocated sociometric choices) and social competence were studied for children (mostly African American) attending Head Start. Initial analyses showed that children with reciprocated friends had higher social competence scores than children without reciprocated friends. Correlations suggested that the number of reciprocated friendships was associated with the social competence indicators studied here. Beyond the cost of having no reciprocated friends, having nonreciprocated friendships was not a liability. Cross-time analyses suggested differing patterns of relations for boys and girls. Having versus not having a reciprocated friend was unstable across time, because there was a trend toward participating in reciprocated friendships from 3 to 4 years of age (most older children had at least 1 reciprocated friend). For girls there was a positive relation between the number of reciprocated friendships at Time 1 and at Time 2. No benefit (in terms of social competence) was found for children making the transition from 1 classroom to the next with a friend.

Social competence, social support, and attachment: demarcation of construct domains, measurement, and paths of influence for preschool children attending Head Start.

Two studies designed to (1) explore measurement issues for the construct domains of social competence and social support and (2) test a model relating social competence to social support and to child-parent attachment for low-income (primarily African American) preschool children attending Head Start are reported. In Study 1, the definition, measurement, and structure of the social competence construct are evaluated in 2 samples of children. For Study 1A, 167 4-year-old children were assessed with a battery of observation, interview, and Q-sort measures. Relations among the measures suggested a hierarchical structure that was tested using a structural equation model. Results from the analysis supported the conjecture that social competence should be viewed as a hierarchically organized construct. In Study 1B, the model was tested again for a group of 3- and 4-year-old children (n = 265), using a modified set of measures. The general structure of the model from Study 1A was reproduced in this independent sample, although paths from the second-order factor to lower-order factors were not perfectly coordinated across samples. In Study 2, data for a subset of the children in Study 1B (n = 182), gathered with respect to features of their social networks, were examined to assess the structure of their social support networks. Descriptive and structural equation analyses are reported. Sixty-nine of these children were observed at home with their mothers and described using the Waters Attachment Q-sort. A structural equation model testing relations consistent with causal pathways from attachment security to both social support networks and to social competence and from the social support network variable to social competence with peers fit these data with a high degree of confidence. Subsequent analyses locating social competence as antecedent to attachment security were not significant. We conclude that the construct domains of social competence and social support networks can be meaningfully measured for preschool children and that individual differences with respect to these construct domains are related to child-parent relationship qualities.