Moving into tummy time,together: Touch and transitions aid parent confidence and infant development

“Back to sleep” messages can reduce prone practice for infants, with potential for motor delay and cranial deformation. Despite recommendations for “tummy time,” young infants fuss in prone, and parents report uncertainty about how to help infants tolerate prone positioning. We hypothesized that a Child'Space Method lesson, teaching proprioceptive touch and transitions to prone, would facilitate prone tolerance, parent behavioral support, and parent self-efficacy. This randomized study recruited parents (N = 37) of 2- to 5-month-old infants. On two visits, parents answered questions about infant behavior and parent experience, and played with their infant. Lesson group parents had the lesson following the first free play. One week later, lesson parents reported that infants tolerated more prone time and that parents showed more supportive behaviors in bringing infant to prone, as compared to waiting parents. Lesson parents’ efficacy, and infant behavior during play, trended in the hypothesized direction. The study demonstrated how a lesson in preparatory touch, and gradual transitions, promoted infant prone tolerance and also parent support of rolling, side-lying, and prone positioning. The lesson could be incorporated in parent education and early pediatric visits, helping infants and parents negotiate the prone challenge and setting the stage for further parent support of infant development.     

Minor illness and social behavior of infants and caregivers

Fourteen infants attending day care were observed during the first year of life when well and during acute minor illnesses. Comparisons of behavior during 46 afebrile illnesses and a like number of well observations revealed no differences in infant or caregiver behavior. During 24 febrile illness observations, however, infants moved less, contacted toys less, were in closer proximity to teachers, cried more, and looked at teachers more. During a subset of these febrile illnesses, in which teachers recognized that infants were ill, teachers vocalized, gave toys, looked at, touched, held, and fed infants more than when infants were well. Analysis of teacher behavior during infant crying demonstrated that infant cries played an important role in eliciting social responses from teachers during febrile illness. These results suggest that both caregiver perception of illness state and illness-induced changes in infant behavior contribute to increased sociability by caregivers during acute febrile illness.     

Behavioral Control Dynamics and Developmental Outcomes in Infants Prenatally Exposed to Cocaine

This study longitudinally examined the associations between mother–infant interactions at 15 months and behavioral and cognitive outcomes at 36 months of age in a sample of at‐risk, young children. Participants for the current study were 58 infants/toddlers prenatally exposed to cocaine and their maternal caregivers. These infants were from a low socioeconomic status background and were part of an intervention setting. When the children were 12, 15, and 36 months, they participated in research sessions with their maternal caregivers. Cognitive development at 12 months and maternal and infant behavior at 15 months were measured to predict behavioral and cognitive outcome at 36 months. Higher levels of maternal control at 15 months were marginally significant in predicting higher levels of problem behavior at 36 months whereas higher levels of infant resistance to control predicted lower levels of problem behavior. Furthermore, control‐resistant behavior displayed by infants was a unique buffer against problem behavior, even after controlling for maternal factors and cognitive abilities. These findings suggest that maternal control attempts and infant reactions to those maternal control behaviors play an important role in the development of adaptive and maladaptive behavior patterns during early childhood.     

Reinforcement of vocalizations through contingent vocal imitation

Maternal vocal imitation of infant vocalizations is highly prevalent during face-to-face interactions of infants and their caregivers. Although maternal vocal imitation has been associated with later verbal development, its potentially reinforcing effect on infant vocalizations has not been explored experimentally. This study examined the reinforcing effect of maternal vocal imitation of infant vocalizations using a reversal probe BAB design. Eleven 3- to 8-month-old infants at high risk for developmental delays experienced contingent maternal vocal imitation during reinforcement conditions. Differential reinforcement of other behavior served as the control condition. The behavior of 10 infants showed evidence of a reinforcement effect. Results indicated that vocal imitations can serve to reinforce early infant vocalizations.     

Affective reactivity to cry sounds predicts young women’s reactivity and behavior in a simulated caregiving task

Different populations of adults (experienced vs. inexperienced caregivers, men vs. women, abusive vs. nonabusive parents, etc.) have been reported to differ in their affective reactions to the sounds of infant crying. These differences are thought to impact caregiving behavior and, in some instances, to affect long-term outcomes for infants. There can be great intra-group variation, however, even when group differences are significant; modeling developmental process will require a finer grained approach. We have undertaken a pair of studies intended to validate the Negative Affect Scale (NA) from the PANAS as a measure of individuals’ affective reactivity to cry sounds. In Study 1, 306 young women who were not yet mothers listened either to infant crying or to birdsong. The results supported the NA as a measure of reactivity to crying. In Study 2, a new sample of 301 young women listened to crying in a screening task; a group of “high reactors” (n = 21) and a group of “low reactors” (n = 22) then participated in a simulated caregiving situation. Individuals’ affective reactivity to the caregiving simulation mirrored their affective reactivity in the screening task, and rates and overall organization of caregiving behavior differed between the groups. Changes in negative affect, then, appear to be both a result of infant crying and a determinant of some aspects of caregiving behavior. Further studies will extend these laboratory results to real infants and their caregivers, and further validate the NA as a measure of individual differences in reactivity to cry sounds.     

Infant effects on experimenter behavior

The present study explored experimenters’ looking behavior in a gaze-following task as a function of infant temperament. Two experienced female experimenters ran 62 15-month-olds through a six-trial gaze-following procedure in which infants were not distracted on the first three trials, but were distracted on the latter three trials by an Elmo video playing in the background. Although experimenters were trained to look at target objects for eight seconds per trial and were blind to infant temperamental status, both experimenters looked significantly longer during the non-distracted trials when infants were rated by their caregivers as high on effortful control or surgency. These results suggest that even experienced experimenters are susceptible to infant-driven influences. More importantly, these results highlight the importance of conceptualizing lab-based infant research involving human experimenters as, in Bronfenbrenner’s (1977) terms, representing the totality of a functional social system that does not exclude the experimenters.     

Infants’ behaviours elicit different verbal,nonverbal, and multimodal responses from caregivers during early play

Caregivers use a range of verbal and nonverbal behaviours when responding to their infants. Previous studies have typically focused on the role of the caregiver in providing verbal responses, while communication is inherently multimodal (involving audio and visual information) and bidirectional (exchange of information between infant and caregiver). In this paper, we present a comprehensive study of caregivers’ verbal, nonverbal, and multimodal responses to 10-month-old infants’ vocalisations and gestures during free play. A new coding scheme was used to annotate 2036 infant vocalisations and gestures of which 87.1 % received a caregiver response. Most caregiver responses were verbal, but 39.7 % of all responses were multimodal. We also examined whether different infant behaviours elicited different responses from caregivers. Infant bimodal (i.e., vocal-gestural combination) behaviours elicited high rates of verbal responses and high rates of multimodal responses, while infant gestures elicited high rates of nonverbal responses. We also found that the types of verbal and nonverbal responses differed as a function of infant behaviour. The results indicate that infants influence the rates and types of responses they receive from caregivers. When examining caregiver-child interactions, analysing caregivers’ verbal responses alone undermines the multimodal richness and bidirectionality of early communication.     

Infants' interactions with professional caregivers at 3 and 6 months of age: a longitudinal study

This study longitudinally investigated the quality and stability of 64 infants’ interactions with their professional caregivers in child care centers at 3 and 6 months of age, i.e., across the first 3 months after they entered child care. It was also examined whether the infants’ negative emotionality (as rated by the mother) predicted the quality of the caregiver–infant interaction. The interactive behavior of the professional caregivers (sensitivity, cooperation) and the infants (responsiveness, involvement) was rated from videotapes recorded in three different caregiving situations, lasting about 25 min in total. In contrast to our expectation, the quality of the caregiver–infant interaction did not significantly increase across the first 3 months in child care. As expected, significant rank order stability was found for the quality of the caregivers’ behavior over time. Also in accordance with our expectations, infants with higher negative emotionality scores experienced less sensitivity and cooperation in interactions with their primary professional caregivers at both ages.     

The development of Japanese mother–infant feeding interactions during the weaning period

During the weaning period, infants are not skilled at self-feeding and caregivers play a prominent role in feeding. Solid feeding is therefore an inherently collaborative and interactive process between infants and caregivers. The present study examined how caregivers and infants coordinate their solid feeding interactions, based on naturalistic longitudinal observations of three Japanese mother–infant dyads. The main results were as follows. Four or five months after weaning (about 10–11 months of age), children's mouth movements and mothers’ arm movements became more synchronized, and the success or failure of coordinated feeding became independent on children's gaze behavior. During this same period, both mothers’ and children's body movements accelerated. Specifically, children's food-intake motions and mothers’ food-carrying movements became faster together, although before 10–11 months fluctuations of these motions were not as correlated. Finally, at 9–11 months of age rhythmic body movements became frequent. From the first day of weaning, all three mothers swayed their bodies rhythmically while feeding, and about 2–3 months later their children also began to sway as they ate, at first infectiously but later spontaneously. These observations indicate how specific behavioral development contributes to mother–infant coordination in feeding.     

Humour Perception and Creation between Parents and 3‐ to 6‐month‐old Infants

Humour and laughter are universal to the human psychological experience and have serious developmental and evolutionary implications. Despite the early emergence of laughter in infancy, infants have been largely ignored in the humour research and humour has been largely ignored in the infant research. The present study describes the emergence of humour perception and creation in a sample of 20 parent–infant dyads who were followed from ages 3‐to‐ 6 months. The study examined how infants discover that absurd nonverbal behaviour, known as ‘clowning’, is amusing in the context of social engagement with caregivers. Results indicate that parents primarily use clowning when attempting to amuse their infants and pair these behavioural absurdities with affective cues like smiling and laughing. As they got older, infants were more likely to laugh and smile in response to clowning. Infants' ability to create humor via clowning also increased with age, starting with simple shrieks at 3 months to imitating absurd actions by 5 months. These increases are partly potentially explained by accompanying increases in parental smiling, laughing and clowning in response to infant clowning. Future research should employ more diverse samples and experimentally investigate the role of parental affect and social referencing in infants' interpretation of absurd behavior. Copyright © 2011 John Wiley & Sons, Ltd.     

Socially guided attention influences infants’ communicative behavior

For effective prelinguistic communication, infants must be able to direct their attention, vocalizations, and nonverbal gestures in social interactions. The purpose of our study was to examine how different styles of caregiver responses influenced infant attentional and communicative behavior in social interactions, based on prior studies that have shown influences of responsiveness on attention, language and cognitive outcomes. Infants were exposed to redirective and sensitive behavior systematically using an ABA design to examine real-time changes in infants’ behavior as a function of caregiver responses. During the two baseline “A” periods, caregivers were instructed to play as they would at home. During the social response “B” period, caregivers were instructed to respond sensitively to infants’ behavior on one visit and redirectively on the other visit. Results demonstrated that when caregivers behaved redirectively, infants shifted their attention more frequently and decreased the duration of their visual attention. Caregiver responses also resulted in changes in vocal and gesture production. Infants decreased their production of caregiver-directed vocalizations, gestures, and gesture-vocal combinations during in the redirective condition. Results suggest that caregiver sensitive responding to infants’ attentional focus may be one influence on infants’ attentional and prelinguistic communicative behavior.     

Negative emotionality,attachment quality,and behavior problems in early childhood

Negative emotionality, as well as attachment security and disorganization, are seen as major contributors to social adjustment and maladjustment in childhood. However, relatively little is known about whether infant negative emotionality and attachment quality operate together to affect developing behavior problems. The present study thus aims to contribute to this question. Participants were 64 healthy firstborn children and their primary caregivers. Negative emotionality was assessed at the infant ages of 4, 8, and 12 months using laboratory routines. At 18 months, the Strange Situation procedure was conducted to assess infant attachment security and disorganization, and at 30 months, the child's behavior problems were assessed within a structured clinical interview. Attachment security and attachment disorganization were significantly associated with subsequent behavior problems. There was no significant relation between infant negative emotionality and behavior problems. However, there were indications of a stronger association between attachment disorganization and behavior problems in infants high in negative emotionality. The results underpin the importance of attachment quality as well as negative emotionality in social adjustment. Disorganized attachment precedes poor adjustment, especially in infants high in negative emotionality.     

Early interactions and the socioemotional development of deaf infants

Studies of the early face-to-face interactions and later attachment behaviours between infants and their caregivers are reviewed, with a particular focus on implications for deaf infants. Since the majority of deaf infants are born to hearing parents, it is to be expected that many parental responses will rely on vocalizations which are inaccessible to the deaf infant. Are other sensory modalities enhanced or used in a compensatory manner by hearing parents so as to make their communication with a deaf infant more effective? Is the deaf infant's heightened need for visual and tactile input adequately met during normal interactions with their caregivers? Does the deaf infant develop the same strategies for signalling distress and coping with separation as does the hearing infant? Although the research literature on this population is sparse, there are beginning to be more reports addressing these questions as early identification becomes increasingly possible. Therefore, this paper will cover issues of the role of eye contact and mutual coordination in early interactions, compensatory parenting behaviours from the perspective of the ‘intuitive parenting’ model, and precursors to later attachment behaviours in deaf infants.     

Infant media use: A harm reduction approach

There are a myriad of potentially harmful developmental outcomes associated with infant digital media use. Studies revealing risk associated with early media use have informed the current American Academy of Pediatrics (AAP) recommendations that discourage most digital media use among children under 18 months of age. Recent research advances, however, suggest potential benefits of technology engagement in this age group. Additionally, surveys of parents reveal that most infants engage with digital media for at least 30 min a day, exceeding the AAP recommendations. In response to these discoveries and cultural trends, some scholars have made compelling cases to adapt the AAP guidelines for infants. A helpful model for developing infant digital media use guidelines for families may be the harm reduction approach. The intent of this review is to suggest adaptations to the AAP guidelines for infant media engagement using a harm reduction framework. This review describes the challenge of restrictive guidelines, briefly summarizes the harm reduction approach, provides a review of risks and benefits associated with infant media use in each developmental domain (physical, cognitive, and socioemotional), summarizes correlates of infant screen media use, and examines intervention strategies for reducing screen time. The paper concludes with examples of possible adaptations to current AAP infant media use recommendations using harm reduction and bioecological frameworks.     

Relationship assessment in infant mental health

Infant-caregiver relationships are the crucial context for infant development and psychopathology. Considerable evidence suggests that infants may construct qualitatively different relationships with different caregivers. For these reasons, infant-caregiver relationships should be a centerpiece of assessment in infant mental health. We advocate assessing infant relationships with all important caregivers in both clinic based and naturalistic settings. In this article we describe our approach, which attends both to the external component of the relationship, behavioral interaction, as well as the internal component of the relationship, subjective experience. By integrating results from assessments of these two components, we determine both level of relationship adaptation and the specific domains of strengths and weaknesses. © 1997 Michigan Association for Infant Mental Health     

Safe to sleep: Community-based caregiver training

Annually, thousands of infant deaths are classified as sudden unexpected infant deaths (SUIDs). In an effort to reduce the risk of SUIDs, the American Academy of Pediatrics has made a number of recommendations to educate caregivers, childcare providers, and healthcare professionals on safe infant sleep practices. The purpose of the current study was to extend the literature on safe infant sleep practices by teaching caregivers to arrange safe infant sleep environments using a mannequin and common infant items. We partnered with community-based agencies to evaluate the effectiveness of behavioral skills training delivered in a single training session as part of the ongoing pre- or postnatal care these agencies provided. Following training, all participants demonstrated a substantial change in responding and returned favorable social validity ratings. We discuss these outcomes in light of previous studies, limitations, and future directions.     

Differences in caregiver behaviors of infants at-risk for autism and typically developing infants from 9 to 15 months of age

During an object sharing paradigm, we compared infant-caregiver interactions between two groups: i) infants at high-risk (HR) for being diagnosed with Autism Spectrum Disorder (ASD) and ii) low-risk (LR) infants, observed at 9, 12, and 15 months of age. 16 HR infants (14 infants with an older sibling diagnosed with ASD and 2 preterm infants that received a diagnosis of ASD at 2 years) and 16 LR infants (typically developing infants without older siblings diagnosed with ASD) were included in the study. At each visit, infants played with objects in the presence of their caregivers as crawlers or walkers. Previously, we found that HR infants are less likely to share their object play with caregivers at walker ages. The present study found that caregivers of HR infants used greater directive bids including being more proximal to infants and using greater verbal and non-verbal bids to sustain their infant’s attention and to ensure their compliance during the task compared to caregivers of LR infants. Our study emphasizes the bidirectional and dynamic nature of infant-caregiver interactions. Our findings have implications for caregiver training programs that teach parents appropriate strategies to promote early social communication skills in at-risk infants.     

What do bilingual infants actually hear? Evaluating measures of language input to bilingual‐learning 10‐month‐olds

Examining how bilingual infants experience their dual language input is important for understanding bilingual language acquisition. To assess these language experiences, researchers typically conduct language interviews with caregivers. However, little is known about the reliability of these parent reports in describing how bilingual children actually experience dual language input. Here, we explored the quantitative nature of dual language input to bilingual infants. Furthermore, we described some of the heterogeneity of bilingual exposure in a sample of French–English bilingual families. Participants were 21 families with a 10‐month‐old infant residing in Montréal, Canada. First, we conducted language interviews with the caregivers. Then, each family completed three full‐day recordings at home using the Language Environment Analysis recording system. Results showed that children’s proportion exposure to each language was consistent across the two measurement approaches, indicating that parent reports are reliable for assessing a bilingual child’s language experiences. Further exploratory analyses revealed three unique findings: (a) there can be considerable variability in the absolute amount of input among infants hearing the same proportion of input, (b) infants can hear different proportions of language input when considering infant‐directed versus overheard speech, (c) proportion of language input can vary by day, depending on who is caring for the infant. We conclude that collecting naturalistic recordings is complementary to parent‐report measures for assessing infant’s language experiences and for establishing bilingual profiles.