Do helpful mothers help? Effects of maternal scaffolding and infant motivation on cognitive performance

Infants are highly social and much early learning takes place in a social context during interactions with caregivers. Previous research shows that social scaffolding – responsive parenting and joint attention - can confer benefits for infants’ long-term development and learning. However, little previous research has examined whether dynamic (moment-to-moment) adaptations in adults’ social scaffolding are able to produce immediate effects on infants' performance. Here we ask whether infants' success on an object search task is more strongly influenced by maternal behaviour, including dynamic changes in response behaviour, or by fluctuations in infants' own engagement levels. Thirty-five mother-infant dyads (infants aged 10.8 months, on average) participated in an object search task that was delivered in a naturalistic manner by the child’s mother. Measures of maternal responsiveness (teaching duration; sensitivity) and infant engagement (engagement score; visual attention) were assessed. Mothers varied their task delivery trial by trial, but neither measure of maternal responsiveness significantly predicted infants’ success in performing the search task. Rather, infants’ own level of engagement was the sole significant predictor of accuracy. These results indicate that while parental scaffolding is offered spontaneously (and is undoubtedly crucial for development), in this context children’s endogenous engagement proved to be a more powerful determinant of task success. Future work should explore this interplay between parental and child-internal factors in other learning and social contexts

Do early life cognitive ability and self-regulation skills explain socio-economic inequalities in academic achievement? An effect decomposition analysis in UK and Australian cohorts

SSocio-economic inequalities in academic achievement emerge early in life and are observed across the globe. Cognitive ability and “non-cognitive” attributes (such as self-regulation) are the focus of many early years’ interventions. Despite this, little research has compared the contributions of early cognitive and self-regulation abilities as separate pathways to inequalities in academic achievement. We examined this in two nationally representative cohorts in the UK (Millennium Cohort Study, n = 11,168; 61% original cohort) and Australia (LSAC, n = 3028; 59% original cohort). An effect decomposition method was used to examine the pathways from socio-economic disadvantage (in infancy) to two academic outcomes: ‘low’ maths and literacy scores (based on bottom quintile) at age 7–9 years. Risk ratios (RRs, and bootstrap 95% confidence intervals) were estimated with binary regression for each pathway of interest: the ‘direct effect’ of socio-economic disadvantage on academic achievement (not acting through self-regulation and cognitive ability in early childhood), and the ‘indirect effects’ of socio-economic disadvantage acting via self-regulation and cognitive ability (separately). Analyses were adjusted for baseline and intermediate confounding. Children from less advantaged families were up to twice as likely to be in the lowest quintile of maths and literacy scores. Around two-thirds of this elevated risk was ‘direct’ and the majority of the remainder was mediated by early cognitive ability and not self-regulation. For example in LSAC: the RR for the direct pathway from socio-economic disadvantage to poor maths scores was 1.46 (95% CI: 1.17–1.79). The indirect effect of socio-economic disadvantage through cognitive ability (RR = 1.13 [1.06–1.22]) was larger than the indirect effect through self-regulation (1.05 [1.01–1.11]). Similar patterns were observed for both outcomes and in both cohorts. Policies to alleviate social inequality (e.g. child poverty reduction) remain important for closing the academic achievement gap. Early interventions to improve cognitive ability (rather than self-regulation) also hold potential for reducing inequalities in children's academic outcomes.Anna Pearce, Alyssa C.P. Sawyer, Catherine R. Chittleborough Murthy N. Mittinty Catherine Law, John W. Lync

Involvement in surface antigen expression by a moonlighting FG-repeat nucleoporin in trypanosomes

Components of the nuclear periphery coordinate a multitude of activities, including macromolecular transport, cell-cycle progression, and chromatin organization. Nuclear pore complexes (NPCs) mediate nucleocytoplasmic transport, mRNA processing, and transcriptional regulation, and NPC components can define regions of high transcriptional activity in some organisms at the nuclear periphery and nucleoplasm. Lineage-specific features underpin several core nuclear functions and in trypanosomatids, which branched very early from other eukaryotes, unique protein components constitute the lamina, kinetochores, and parts of the NPCs. Here we describe a phenylalanine-glycine (FG)-repeat nucleoporin, TbNup53b, that has dual localizations within the nucleoplasm and NPC. In addition to association with nucleoporins, TbNup53b interacts with a known trans-splicing component, TSR1, and has a role in controlling expression of surface proteins including the nucleolar periphery-located, procyclin genes. Significantly, while several nucleoporins are implicated in intranuclear transcriptional regulation in metazoa, TbNup53b appears orthologous to components of the yeast/human Nup49/Nup58 complex, for which no transcriptional functions are known. These data suggest that FG-Nups are frequently co-opted to transcriptional functions during evolution and extend the presence of FG-repeat nucleoporin control of gene expression to trypanosomes, suggesting that this is a widespread and ancient eukaryotic feature, as well as underscoring once more flexibility within nucleoporin function

Maternal Recollections of Schooling and Children's School Preparation

Abstract Parents are the primary managers of children's development during their early years and greatly influence how children are primed for school. Therefore, understanding children's school preparation should involve appreciation for the unique developmental histories and perspectives that parents bring to the relationship with the child, with the teacher, and with the school. The purpose of this qualitative study was to explore mothers' memories of their own schooling and how those memories currently influence their behaviors in preparing their children for school. Forty mothers with preschool-aged children participated in a semistructured interview on their school-related histories. Analyses of the interviews revealed four themes related to mothers' own memories as the most meaningful in guiding their behaviors in preparing their own children for school: (1) intergenerational influences, reflecting how they, themselves, were primed for and supported through school, (2) transitions between school settings or grade levels as sensitive periods, (3) school settings, including characteristics of schools they attended and goodness of fit, and (4) diversity, particularly lack of diversity or an appreciation of diversity in their own schooling. Findings underscore the importance of understanding parents' educational histories in order to better understand children and highlights the types of memories that may be most lasting and influential for mothers as they prepare their children for school. We discuss implications for educators to strengthen family connections, as well as implications for future research. THE SCHOOL COMMUNITY JOURNAL 16

Mother and child behaviour in very preterm and term dyads at 6 and 8 years

Aim  Mothers of very preterm children have been reported to behave less sensitively and to be more controlling. It is unknown whether this is the result of maternal factors or due to maternal adaptation to children’s cognitive problems. Method  We investigated a geographically defined prospective whole-population sample of very low birthweight (<1500g) or very preterm (<32wks’ gestation; VLBW/VP) children (n=267, 124 females, 143 males) and a comparison group born at term (n=298, 146 females, 152 males) in Germany. Mother–child interactions were videotaped during a play situation and analysed with a standardized coding system at children’s mean ages of 6 years 3 months and 8 years 5 months. Results  At both 6 years 3 months and 8 years 5 months, VLBW/VP children were less task persistent and socially active (p<0.001) whereas their mothers behaved less sensitively and were more controlling than term mother–child dyads (p<0.001). Cross-sectional group differences in maternal behaviour remained when scores where adjusted for social factors but disappeared once adjusted for child IQ. High maternal sensitivity predicted higher task persistence (p<0.001), in particular in those children with cognitive problems. Interpretation  Mothers of VLBW/VP children adapt their behaviour to their children’s level of cognitive functioning. High maternal sensitivity is particularly beneficial for task persistence in children with cognitive deficits

Investigating Cumulative Exposures among 3- to 4-Year-Old Children Using Wearable Ultrafine Particle Sensors and Language Environment Devices: A Pilot and Feasibility Study

Interdisciplinary approaches are needed to measure the additive or multiplicative impacts of chemical and non-chemical stressors on child development outcomes. The lack of interdisciplinary approaches to environmental health and child development has led to a gap in the development of effective intervention strategies. It is hypothesized that a broader systems approach can support more effective interventions over time. To achieve these goals, detailed study protocols are needed. Researchers in child development typically focus on psychosocial stressors. Less attention is paid to chemical and non-chemical stressors and how the interaction of these stressors may impact child development. This feasibility study aims to bridge the gap between child development and environmental epidemiology research by trialing novel methods of gathering ultrafine particle data with a wearable air sensor, while simultaneously gathering language and noise data with the Language Environment Analysis (LENA) system. Additionally, psychosocial data (e.g., parenting quality, caregiver depression, and household chaos) was gathered from parent reports. Child participants (age 3&ndash;4 years) completed cognitive tasks to assess self-regulation and receptive language skills, and provided a biospecimen analyzed for inflammatory biomarkers. Data collection was completed at two time points, roughly corresponding to fall and spring. Twenty-six participants were recruited for baseline data, and 11 participants completed a follow-up session. Preliminary results indicate that it is feasible to gather personal Particulate Matter (PM2.5), language, and noise data, cognitive assessments, and biospecimens from our sample of 3-4-year-old children. While there are obstacles to overcome when working with this age group, future studies can benefit from adapting lessons learned regarding recruitment strategies, study design, and protocol implementation