Noriko Yamakawa

Contribution of Parenting Factors to the Developmental Attainment of 9-Month-Old Infants: Results From the Japan Children's Study

Background Child development integrates several interdependent domains, but few studies have attempted to identify the common factors that contribute to these different domains of development in infancy. The aim of the present study was to identify the factors that contribute to several domains of developmental attainment in 9-month-old infants. Methods We used data from the Japan Children’s Study, a prospective cohort study underway in Japan since 2005. Mothers completed questionnaires about their children’s temperament, coparenting behaviors, maternal parenting stress, and parenting behavior. The Kinder infant development scale was used to evaluate child development outcomes. Results A total of 270 children were included in this analysis. After adjusting for the children’s birth weight, gestational age, temperament, and other family environmental variables, multiple logistic regression analyses showed that greater maternal cognitive stimulation was associated with the development of receptive language, expressive language, social relationships, and feeding. Results also suggest that early supportive coparenting helped to promote development in manipulation, receptive language, and social relationships. Maternal parenting stress was stable between the infant ages of 4 and 9 months and was negatively correlated with scores for coparenting and maternal stimulation, which suggests an indirect effect of maternal parenting stress on child outcomes. Conclusions Supportive coparenting and maternal cognitive stimulation were the most important contributors to most domains of child development. Our findings suggest that educational interventions targeting young families would help parents establish and maintain an environment of successful coparenting and cognitive stimulation as their children grow.

Interaction Rating Scale (IRS) as an Evidence-Based Practical Index of Children’s Social Skills and Parenting

Background The purpose of this paper is to describe the features of the Interaction Rating Scale (IRS) as an evidence-based practical index of children’s social skills and parenting. Methods The participants in our study, which was conducted as part of a Japan Science and Technology Agency (JST) project, were 370 dyads of children (aged 18, 30, and 42 month) and 81 dyads of 7-year-old children with their caregivers. The participants completed the five minute interaction session and were observed using the IRS. Results The results indicated that the IRS can measure children’s social skill development and parenting with high validity. Along with the discriminate validity for pervasive development disorder (PDD), attention-deficit/hyperactivity disorder (ADHD), abuse and maltreatment, a high correlation with the SDQ (Strength and Difficulties Questionnaire), and high reliability, the IRS is effective in describing features of social skill development. Conclusions The IRS provides further evidence of the fact that in order to study children’s social skill development, it is important to evaluate various features of the caregiver-child interaction as a predictor of social skills.

Comparison of factors contributing to developmental attainment of children between 9 and 18 months.

Background Little is known about how contributing factors of development change during early childhood in Japan. The aim of this study was to investigate the factors that contributed to the developmental attainment of children between 9 and 18 months of age using prospective longitudinal data from a developmental cohort study. Methods We used data from observations at 3 time points (at infant age of 4, 9 and 18 months) in the Japan Children’s Study. Mothers were administered questionnaires that requested information about their child’s perinatal outcomes, temperament, family structure, family income, parental education, parenting stress, and child-rearing environment at home. At 9 and 18 months, mothers completed the Kinder Infant Development Scale to evaluate their child’s development. Results A total of 284 children were available for analysis. Female children and children having siblings had higher probability of attaining developmental norms at 18 months than male and only children. Birth weight, gestational age, and temperament were associated with development at 9 months, but the effects of gestational age and temperament on development disappeared at 18 months. Stimulation from the mother at 9 months was not only related to development at that age but also promoted development at 18 months. Conclusions Our findings suggest that the role of family environmental factors such as early mother’s stimulation and sibling’s existence in development during early childhood might become more important as the child gets older.

The Trajectory of Children's Social Competence from 18 Months to 30 Months of Age and Their Mother's Attitude towards the Praise

Background Praise from caregivers has been shown as an important influence on the development of social competence in early adolescence. However, the effects of praise in younger children have not been investigated. We examined how the trajectory of children’s social competence from 18 months to 30 months of age was related to their caregiver’s attitude towards the importance of praise at times when their child was 4 months and 9 months old. Methods We studied 155 mother-child dyads, whose interactions during play were observed both when the child was 18 months and 30 months old, which was conducted as part of a Japan Science and Technology Agency (JST) project. The child’s social competence was assessed using the Interaction Rating Scale (IRS). Demographic data was obtained when the child was 4 months old, and the caregiver’s attitude towards the importance of praise when the child was both 4 months and 9 months old. A logistic regression analysis controlling for the effects of demographic variables was performed. Results We found that children who had received continuous praise from their mother when they were 4–9 months of age had a decreased risk of low social competence at 18–30 months of age. Conclusions A mother’s attitude towards the importance of praise at early stages of her child’s development has an important influence on the later trajectory of social competence.

Relationship between Children's Intelligence and Their Emotional/Behavioral Problems and Social Competence: Gender Differences in First Graders

Background The present study examines gender differences in the correlations between intelligence and developmental problems as well as social competence in first graders. Methods Ninety parent-child dyads participated in this study. The children comprised 7-year-olds recruited from the first grade of an elementary school. All the children were administered the Wechsler Intelligence Scale for Children–Third Edition (WISC-III), Parent-child Interaction Rating Scale (IRS), and the parent report version of Strength and Difficulties Questionnaire (SDQ). Results The findings clarified that the processing speed of boys significantly correlated with their peer relationship. On the other hand, the emotional symptoms exhibited by girls had a more common association with their intellectual abilities. The correlations between parenting and intellectual abilities differed in boys and girls. Conclusions Children’s gender should be taken into account when assessing the diversity in their intellectual abilities and developmental problems. Moreover, parenting also influences the development of children in various ways.

Mission in Sukusuku Cohort, Mie: Focusing on the Feasibility and Validity of Methods for Enrolling and Retaining Participants

Background We investigated the feasibility and validity of and systematized the methods used to enroll and retain participants requiring long-term interdisciplinary collaborations. We carried out this study in the Sukusuku cohort, Mie (SCM), as one of the regional research site of Japan Children’s Study (JCS). Methods A total of 467 families who were screened between December 1, 2004 and December 31, 2005, in the Mie-chuo Medical Center and 2 other hospitals; these families were deemed eligible for the study. Of these, a total of 185 families (39.6%) participated in the 4-month observation. Of these families, 5 dropped out at month 9 of the observation; 9, at month 18; 17, at month 30; and 5, at month 42. The retention rates at 9, 18, 30, and 42 months of observation were 97.3%, 92.4%, 83.2%, and 80.5%, respectively. Reinstatement to a previous job was the most common reason for dropouts. Results We observed that informative consultation notes during observation were beneficial for the retention of participants, and these notes also helped in improving communication between the study subjects and the evaluators during subsequent visits. Conclusions In this study, we did not perform the standard checks for child development alone but also investigated the motivating influence of research partnerships with participants. Further, these visits help maintain the motivation levels of the participants and encourage them to contribute for social causes. The results present integration models that can be applied in future relevant longitudinal cohort studies in Japan.

Infant Responses to Maternal Still Face at 9 Months Predict Social Abilities at 18 Months

Background This study investigated developmental change and stability in infant responses to the still-face (SF) situation, as well as predictive validity at age 18 months, focusing on autonomy and responsiveness. Methods A total of 231 children (117 boys and 114 girls) and their Japanese mothers were observed in a face-to-face SF situation at two infant ages (4 and 9 months), as well as a caregiver-child teaching interaction at age 18 months. Each infant’s facial expression, gaze direction, and vocalization were coded according to the SF paradigm, including the Natural Interaction (NI) and SF phases. Each child’s Autonomy and Responsiveness to the Caregiver at age 18 months were both evaluated by means of the Interaction Rating Scale. Results The results indicated that negative facial expression and vocalization in the SF phases at age 9 months predicted the Autonomy rating at age 18 months, while positive facial expression and gaze toward the caregiver in the NI at age 9 months predicted the Responsiveness to Caregiver rating at age 18 months. Conclusions The results are discussed in the context of developmental continuity and change in the children’s social cognition and voluntary movements.

The trajectory patterns of parenting and the social competence of toddlers: a longitudinal perspective.

Background Many studies have suggested that the daily emotional interactions between a child and his/her caregiver play a significant role in his/her development. The purpose of this study was to determine whether the trajectory patterns of parenting patterns of caregivers raising toddlers affect the social competence of the toddlers. Methods The study participants were 246 dyads of 18-month-old children (baseline) and their caregivers, which was conducted as part of a Japan Science and Technology Agency (JST) project. We used the Interaction Rating Scale (IRS) to evaluate the children’s social competence. We assessed the child rearing environments by analyzing the caregivers’ responses to the Index of Child Care Environment (ICCE). Results Multiple logistic regression analysis showed that the children’s total score on the IRS was significantly related to how frequently they sang songs together with their caregivers. Their score was also significantly related to how closely their caregiver worked with his/her partner in raising the child. These relationships did not change according to demographic information. Conclusions The results confirm previous findings on the relationship between parenting patterns and children’s social competence. In particular, the study shows that varied and continual parenting significantly affects a child’s social competence.

A Longitudinal Study on Social Competence Development and Sleeping Habits

Background It is known that sleep problems impact children’s health, learning, and school performance. The purpose of this paper is to examine the association between sleeping habits and social competence development. Methods Three hundred and nine caregiver-child dyads participated in this study, which was conducted as part of a Japan Science and Technology Agency (JST) project. The caregivers answered some questionnaires about sleeping habits when the child was 9 months and 18 months old. Caregiver-child interaction was observed when the child was 30 months old, and the features of the interaction were examined using the Interaction Rating Scale (IRS) as a measure of social competence. Results The caregivers’ attitude toward sleeping in the 9-month period was found to be significantly correlated with the children’s social competence at 30 months. Moreover the caregivers’ attitude toward sleeping in the 9-month period significantly correlated with the children’s sleeping habits at 9 and 18 months. Conclusions These findings show that the caregivers’ attitude toward sleeping is an important factor influencing the development of children’s social competence.

Mission in Sukusuku cohort, Mie: a study focusing on the characteristics of participants and the mental health of the mothers raising children

Background We carried out Sukusuku cohort, Mie (SCM), a long term cohort study of child development and investigated the feasibility and validity of this study. Then we focused on the characteristics of the enrolled families and verified the representativeness of the participants in SCM. Methods The characteristics of 185 families recruited from 3 hospitals were analyzed, and we verified the representativeness of these subjects. We also analyzed the factors that may influence the mental health of the mothers who are raising children. Results There were no significant differences between the subjects from the 3 hospitals in terms of the age distribution, academic background, occupation, and annual income of the participating families. At 42 months, the average developmental quotients for postural and motor, cognitive and adaptive, and speech and social development in the 140 infants were 98.6, 100.6, and 99.9, respectively. The overall developmental quotient for infants was 100.3 ± 13.2; this score was within the standard range (55–132). The path-analysis model revealed that family function was an important factor influencing the mental health of mothers. Conclusions The participant characteristics were thought to be generally representative, and we showed the validity and representativeness of the participants in this cohort study. The mental health analysis of mothers suggested that relieving mothers from child-rearing stress and maintaining family function were important for the maintenance and improvement of maternal mental health.