Within arms reach: Physical proximity shapes mother-infant language exchanges in real-time

During everyday interactions, mothers and infants achieve behavioral synchrony at multiple levels. The ebb-and-flow of mother-infant physical proximity may be a central type of synchrony that establishes a common ground for infant-mother interaction. However, the role of proximity in language exchanges is relatively unstudied, perhaps because structured tasks—the common setup for observing infant-caregiver interactions—establish proximity by design. We videorecorded 100 mothers (U.S. Hispanic N = 50, U.S. Non-Hispanic N = 50) and their 13- to 23-month-old infants during natural activity at home (1-to-2 h per dyad), transcribed mother and infant speech, and coded proximity continuously (i.e., infants and mother within arms reach). In both samples, dyads entered proximity in a bursty temporal pattern, with bouts of proximity interspersed with bouts of physical distance. As hypothesized, Non-Hispanic and Hispanic mothers produced more words and a greater variety of words when within arms reach than out of arms reach. Similarly, infants produced more utterances that contained words when close to mother than when not. However, infants babbled equally often regardless of proximity, generating abundant opportunities to play with sounds. Physical proximity expands opportunities for language exchanges and infants’ communicative word use, although babies accumulate massive practice babbling even when caregivers are not proximal

Decisions at the Brink: Locomotor Experience Affects Infants’ Use of Social Information on an Adjustable Drop-off

How do infants decide what to do at the brink of a precipice? Infants could use two sources of information to guide their actions: perceptual information generated by their own exploratory activity and social information offered by their caregivers. The current study investigated the role of locomotor experience in using social information—both encouragement and discouragement—for descending drop-offs. Mothers of 30 infants (experienced 12-month-old crawlers, novice 12-month-old walkers, and experienced 18-month-old walkers) encouraged and discouraged descent on a gradation of dropoffs (safe “steps” and risky “cliffs”). Novice walkers descended more frequently than experienced crawlers and walkers and fell while attempting to walk over impossibly high cliffs. All infants showed evidence of integrating perceptual and social information, but locomotor experience affected infants’ use of social messages, especially on risky dropoffs. Experienced crawlers and walkers selectively deferred to social information when perceptual information is ambiguous. In contrast, novice walkers took mothers’ advice inconsistently and only at extreme drop-offs

Measuring productive vocabulary of toddlers in low-income families: concurrent and predictive validity of three sources of data

This study examined parental report as a source of information about toddlers’ productive vocabulary in 105 low-income families living in either urban or rural communities. Parental report using the MacArthur Communicative Development Inventory – Short Form (CDI) at child age 2;0 was compared to concurrent spontaneous speech measures and standardized language assessments, and the utility of each source of data for predicting receptive vocabulary at age 3;0 (Peabody Picture Vocabulary Test) was evaluated. Relations between language measures of interest and background variables such as maternal age, education, and race/ethnicity were also considered. Results showed that for the sample as a whole, parental report was moderately associated with other language measures at age 2;0 and accounted for unique variance in PPVT at age 3;0, controlling for child language skills derived from a standard cognitive assessment. However, predictive validity differed by community, being stronger in the rural than in the urban community. Implications of significant differences in background characteristics of mothers in the two sites are discussed

The ties that bind: Cradling in Tajikistan

A traditional childrearing practice—“gahvora” cradling—in Tajikistan and other parts of Central Asia purportedly restricts movement of infants’ body and limbs. However, the practice has been documented only informally in anecdotal reports. Thus, this study had two research questions: (1) To what extent are infants’ movements restricted in the gahvora? (2) How is time in the gahvora distributed over a 24-hour day in infants from 1–24 months of age? To answer these questions, we video-recorded 146 mothers cradling their infants and interviewed them using 24-hour time diaries to determine the distribution of time infants spent in the gahvora within a day and across age. Infants’ movements were indeed severely restricted. Although mothers showed striking uniformity in how they restricted infants’ movements, they showed large individual differences in amount and distribution of daily use. Machine learning algorithms yielded three patterns of use: day and nighttime cradling, mostly nighttime cradling, and mostly daytime cradling, suggesting multiple functions of the cradling practice. Across age, time in the gahvora decreased, yet 20% of 12- to 24-montholds spent more than 15 hours bound in the gahvora. We discuss the challenges and benefits of cultural research, and how the discovery of new phenomena may defy Western assumptions about childrearing and development. Future work will determine whether the extent and timing of restriction impacts infants’ physical and psychological development

Testing the Efficacy of INSIGHTS on Student Disruptive Behavior, Classroom Management, and Student Competence in Inner City Primary Grades

A prevention trial tested the efficacy of INSIGHTS into Children’s Temperament as compared to a Read Aloud attention control condition in reducing student disruptive behavior and enhancing student competence and teacher classroom management. Participants included 116 first and second grade students, their parents, and their 42 teachers in six inner city schools. Teachers completed the Sutter-Eyberg Student Behavior Inventory (SESBI) and the Teacher’s Rating Scale of Child’s Actual Competence and Social Acceptance (TRS) at baseline and again upon completion of the intervention. Boys participating in INSIGHTS, compared with those in the Read Aloud program, showed a significant decline in attentional difficulties and overt aggression toward others. Teachers in INSIGHTS, compared to those in the attention control condition, reported significantly fewer problems managing the emotional-oppositional behavior, attentional difficulties, and covert disruptive behavior of their male students. They also perceived the boys as significantly more cognitively and physically competent

Fatherhood in the Twenty-First Century

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/65867/1/1467-8624.00126.pd

Father–toddler communication in low-income families: The role of paternal education and depressive symptoms

Using data from a racially and ethnically diverse sample of low-income fathers and their 2-year-old children who participated in the Early Head Start Research Evaluation Project (n = 80), the current study explored the association among paternal depressive symptoms and level of education, fathers’ language to their children, and children’s language skills. There were three main findings. First, there was large variability in the quality and quantity of language used during linguistic interactions between low-income fathers and their toddlers. Second, fathers with higher levels of education had children who spoke more (i.e. utterances) and had more diverse vocabularies (i.e. word types) than fathers with lower levels of education. However, fathers with more depressive symptoms had children with less grammatically complex language (i.e. smaller MLUs) than fathers with fewer depressive symptoms. Third, direct effects between fathers’ depressive symptoms and level of education and children’s language outcomes were partially mediated by fathers’ quantity and quality of language

Topic Review Parents' Goals for Children: The Dynamic Coexistence of Individualism and Collectivism in Cultures and Individuals

Abstract Current scholarship on the cultural value systems of individualism and collectivism, and the associated developmental goals of autonomy and relatedness, has moved beyond grand divide theories to emphasize variation within individuals and cultures. We present a theoretical model on the dynamic coexistence of cultural value systems (at the macro level) and parents' developmental goals (at the micro leve

Associations between maternal responsive linguistic input and child language performance at age 4 in a community-based sample of slow-to-talk toddlers

This is the author accepted manuscript. The final version is available from Wiley via the DOI in this recordBACKGROUND: In a community sample of slow-to-talk toddlers, we aimed to (a) quantify how well maternal responsive behaviors at age 2 years predict language ability at age 4 and (b) examine whether maternal responsive behaviors more accurately predict low language status at age 4 than does expressive vocabulary measured at age 2 years. DESIGN OR METHODS: Prospective community-based longitudinal study. At child age 18 months, 1,138 parents completed a 100-word expressive vocabulary checklist within a population survey; 251 (22.1%) children scored ≤20th percentile and were eligible for the current study. Potential predictors at 2 years were (a) responsive language behaviors derived from videotaped parent-child free-play samples and (b) late-talker status. Outcomes were (a) Clinical Evaluation of Language Fundamentals-Preschool Second Edition receptive and expressive language standard score at 4 years and (b) low language status (standard score > 1.25 standard deviations below the mean on expressive or receptive language). RESULTS: Two hundred eight (82.9% of 251) participants were retained to age 4. In adjusted linear regression analyses, maternal expansions predicted higher receptive (p < 0.001, partial R2  = 6.5%) and expressive (p < 0.001, partial R2  = 7.7%), whereas labels predicted lower receptive (p = 0.01, partial R2  = 2.8%) and expressive (p = 0.007, partial R2  = 3.5%) language scores at 4. The logistic regression model containing only responsive behaviors achieved "fair" predictive ability of low language status at age 4 (area under curve [AUC] = 0.79), slightly better than the model containing only late-talker status (AUC = 0.74). This improved to "good" predictive ability with inclusion of other known risk factors (AUC = 0.82). CONCLUSION: A combination of short measures of different dimensions, such as parent responsive behaviors, in addition to a child's earlier language skills increases the ability to predict language outcomes at age 4 to a precision that is approaching clinical value. Research to further enhance predictive values should be a priority, enabling health professionals to identify which slow-to-talk toddlers most likely will or will not experience later poorer language.Let's Learn Language (NHMRC Strategic Award 384491) and Language for Learning (Project Grant 607407) were funded by the Australian National Health and Medical Research Council. The authors thank the Let's Learn Language and Language for Learning study teams and all participating families, as well as Carly Vaness who carried out the interrater reliability for the current study. Dr Levickis was supported by the European Union's Horizon 2020 research and innovation program under the Marie Sklodowska‐Curie Grant 705044. The authors acknowledge the support of the NHMRC‐funded Centre of Research Excellence in Child Language (1023493): Prof Wake (Senior Research Fellowship 1046518) and Prof Reilly (Practitioner Fellowship 1041892). Obi Ukoumunne was supported by the National Institute for Health Research (NIHR) Collaboration for Leadership in Applied Health Research and Care South West Peninsula (NIHR CLAHRC South West Peninsula). The views expressed are those of the authors and not necessarily those of the NHS, the NIHR or the Department of Health and Social Care. Research at the Murdoch Children's Research Institute is supported by the Victorian Government's Operational Infrastructure Support Program. The researchers were independent of the funders

The differential contribution of maternal and paternal values to social competence of preschoolers

Multivariate analyses were conducted to clarify the nature of the influences of parental values on social behaviours of kindergarteners in the context of sociodemographic variables and sex of participants. This study included 217 mothers and 172 fathers from the same families, who completed a socio-demographic questionnaire and a new Q-sort that assesses parental values on Individualism (IND)/Collectivism (COL) and Horizontal (HOR)/Vertical (VER) continuums.To test the hypothesis of an association between parental values and children’s behaviours, teachers also provided information about each child’s social competence, anger-aggression, and anxiety-withdrawal in kindergarten using the Social Competence and Behavior Scale. Parents shared a greater proportion of IND/COL than VER values and mothers were more likely to emphasise IND and COL values than fathers. Mothers within IND and COL groups had more socially competent kindergartners as reported by teachers. Considering the mixed results found in the literature regarding sex differences in parenting and behaviours of children, the present results suggested that examining more closely the system of parental values might offer valuable avenues for uture research on early childhood socialisation