Maternal interactive beliefs and style as predictors of language development in preterm and full term children

Journal article


Younesian, Sharifeh, Eivers, Areana, Shahaeian, Ameneh, Sullivan, Karen and Gilmore, Linda. (2020) Maternal interactive beliefs and style as predictors of language development in preterm and full term children. Journal of Child Language. https://doi.org/10.1017/S0305000920000148
AuthorsYounesian, Sharifeh, Eivers, Areana, Shahaeian, Ameneh, Sullivan, Karen and Gilmore, Linda
Abstract

Previous research has shown that the quality of mother-child interactions between pre-term children and their mothers tends to be poorer than that of full-term children and their mothers (Forcada-Guex, Pierrehumbert, Borghini, Moessinger & Muller-Nix, 2006). Mothers of pre-term children are less responsive and more intrusive in interactions with their children than mothers of full-term children (Forcada-Guex et al., 2006; Ionio, Lista, Mascheroni, Olivari, Confalonieri, Mastrangelo, Brazzoduro, Balestriero, Banfi, Bonanomi, Bova, Castoldi, Colombo, Introvini & Scelsa, 2017; Laing, McMahon, Ungerer, Taylor, Badawi & Spence, 2010). The current research explored differences between mothers of pre-term and full-term children in terms of interactive beliefs and style, and the potential for language development to be differentially predicted by maternal interactive beliefs and styles in pre-term versus full-term children. Independent t-tests were conducted to compare pre-term and full-term groups in relation to the measures of maternal interactive beliefs and styles. A series of multiple regression analyses were then performed separately for each group to examine the shared and unique contributions of maternal interactive beliefs and styles on full-term versus pre-term children's language development. The results showed that mothers of pre-term children were more intrusive-directive than mothers of full-term children; in contrast, mothers of full-term children were more responsive and supportive-directive in interactions with their children. Moreover, predictors of language development were different in full-term versus pre-term children; in full-term children, maternal supportive beliefs and responsiveness were significant predictors of language development evaluated by both the Bayley Scales of Infant and Toddler Development and the MacArthur Communicative Development Inventory; in the pre-term group, maternal supportive and directive beliefs, as well as supportive and intrusive directiveness, were significant predictors, with the latter being negatively associated with language development indicators. This research can shed light on how to prevent language delay in children and improve mother-child interactions that contribute to language development, which may in turn improve language development in vulnerable children, children born pre-term in particular.

Year2020
JournalJournal of Child Language
PublisherCambridge University Press
ISSN0305-0009
Digital Object Identifier (DOI)https://doi.org/10.1017/S0305000920000148
Scopus EID2-s2.0-85087519785
Page range1 - 29
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Place of publicationUnited Kingdom
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