A comparison of the effects of maternal anxiety and depression on child development

Abstract Background Most studies on the association between the mental health of mothers and the development of their offspring have focused on maternal depression, but only a few have investigated the association between maternal anxiety and child development. We aimed to compare the associations between maternal depression and anxiety symptoms 6-8 weeks postpartum and infant development at 1 year. Methods We conducted a longitudinal study of 396 mother-child dyads. The mothers were recruited after birth in 3 different hospitals in Israel in 2017 and were followed for one year. Mothers were assessed by completing the General Anxiety Disorder-7 (GAD-7) questionnaire and the Edinburgh Postnatal Depression Scale (EPDS) 6-8 weeks postpartum. Child development was assessed by the Ages & Stages Questionnaires (ASQ-3) at 12 months. Multivariate linear regressions were used to explore the relationship between the EPDS and GAD-7 scores and child development, all as continuous variables, adjusting for maternal education, parity, and gender. Results Depressive symptoms postpartum were only associated with poor personal-social skills (β=-0.5, 95% CI: -0.91, -0.08). Increasing maternal anxiety was associated with poorer development in communication skills (β =-0.48, 95% CI: -0.93, -0.04), personal-social skills (β =-1.02, 95% CI: -1.58, -0.46), solving problems skills (β =-0.7, 95% CI: -1.27, -0.14) and fine motor skills (β =-0.46, 95% CI: -0.9, -0.02). Neither anxiety nor depressive symptoms were associated with gross motor skills. Controlling for quality of attachment, the associations of depression and anxiety with development were no longer significant, suggesting mediation. Conclusions Postpartum anxiety was a stronger predictor of low developmental scores than depression, and associations were probably mediated by impaired attachment. Identifying and supporting mothers experiencing anxiety after birth may mitigate the risk of developmental delays in children. Key messages Maternal anxiety was found to be a significant risk factor for developmental delay at 1 year of age. The association between maternal anxiety and child development was probably mediated by attachment.

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Examining the Antecedent Role of Movement Proficiency in Child Development: Study Protocol

Frontiers in Psychology ◽

10.3389/fpsyg.2021.678874 ◽

2021 ◽

Vol 12 ◽

Author(s):

Catherine M. Capio ◽

Kerry Lee ◽

Rachel A. Jones ◽

Rich S. W. Masters

Keyword(s):

Early Childhood ◽

Social Skills ◽

Child Development ◽

Training Program ◽

Active Control ◽

Motor Skills ◽

Skills Training ◽

Fine Motor ◽

Movement Skills

Background: Decades of research, largely from associational studies, show that the relationships of movement proficiency with the cognitive and social aspects of development are particularly strong in early childhood. Children who move proficiently tend to have better cognitive skills and social behaviors. However, the mechanisms that underpin these relationships remain unclear and research that explores causation is necessary. This study will explore the antecedent role of movement proficiency in the cognitive and social domains of child development, by examining whether a targeted movement skills training program facilitates improvements in cognitive and social skills.Methods: A group-randomized controlled trial will be conducted, implementing a fundamental movement skills training program in Hong Kong kindergartens. Participants will consist of children aged 3–5 years (N = 158) who will be randomly allocated by class to either a training or active control condition. The training program (10 weeks × 2 bouts) will be informed by an error-reduced approach to skills learning, which will involve careful design and manipulation of equipment and training environment to minimize practice errors. The active control condition will consist of typical movement activities implemented in the kindergartens in the context of the local curriculum guide. Outcomes will be measured using standardized tests of gross motor skills proficiency, executive functioning, and social skills. Measurements will occur at baseline, mid-training, post-training, and follow-up. Latent variable longitudinal modeling will be used to analyze changes in the outcomes, with covariates that include sex, body composition, fine motor skills, and physical activity.Expected Results: The findings will subsequently be reported consistent with the Consolidated Standards of Reporting Trials (CONSORT) statement. Contributions to knowledge and understanding of child development are expected, through evidence of causal mechanisms surrounding the relationship of motor with cognitive and social development. The findings will also inform policy and practice related to early childhood development and education.

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The association between dietary diversity and development among children under 24 months in rural Uganda: Analysis of a cluster-randomised maternal education trial

Public Health Nutrition ◽

10.1017/s136898002100077x ◽

2021 ◽

pp. 1-23

Author(s):

Paul Kakwangire ◽

Cami Moss ◽

Nicholas Matovu ◽

Prudence Atukunda ◽

Ane C. Westerberg ◽

...

Keyword(s):

Problem Solving ◽

Child Development ◽

Motor Skills ◽

Maternal Education ◽

Dietary Diversity ◽

Skills Development ◽

Fine Motor ◽

Education Intervention ◽

Gross Motor ◽

Cluster Randomised

Abstract Objective: To assess the association between dietary diversity and development among children under 24-months in rural Uganda; and to establish other factors that could be associated with development among these children. Design: A secondary data analysis of a cluster-randomised controlled maternal education trial (n 511) was conducted on a sub-sample of 385 children. We used adjusted odds ratios (AOR) to assess the associations of dietary diversity scores (DDS) and other baseline factors assessed at 6-8 months with child development domains (communication, fine-motor, gross-motor, personal-social and problem-solving) at 20-24 months of age. Setting: Rural areas in Kabale and Kisoro districts of south-western Uganda. Participants: Children under 24-months. Results: After multivariable analysis, DDS at 6-8 months were positively associated with normal fine-motor skills development at 20-24 months (AOR=1.18; 95% CI: 1.01, 1.37; p=0.02). No significant association was found between DDS and other development domains. Children who were not ill at 6-8 months had higher odds of developing normal communication (AOR=1.73; 95% CI: 1.08, 2.77) and gross-motor (AOR=1.91; 95% CI: 1.09, 3.36) skills than sick children. Girls had lower odds of developing normal gross-motor skills compared to boys (AOR=0.58; 95% CI: 0.33, 0.98). Maternal/caregiver nutritional education intervention was positively associated with development of gross-motor, fine-motor and problem-solving skills (p-values < 0.05). Conclusions: We found an association between child DDS at 6-8 months and improvement in fine motor skills development at 20-24 months. Child illness status, maternal/caregiver nutritional education intervention and sex were other significant baseline predictors of child development at 20-24 months.

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GAMBARAN PERILAKU ORANG TUA DALAM STIMULASI PADA ANAK YANG MENGALAMI KETERLAMBATAN PERKEMBANGAN USIA 0-6 TAHUN

Jurnal Keperawatan Jiwa ◽

10.26714/jkj.6.2.2018.64-70 ◽

2019 ◽

Vol 6 (2) ◽

pp. 64

Author(s):

Dwi Haryanti ◽

Khatimul Ashom ◽

Qurrotul Aeni

Keyword(s):

Child Development ◽

Motor Skills ◽

Quantitative Research ◽

Health Workers ◽

Survey Method ◽

Fine Motor ◽

Purposive Sampling ◽

Social Ability ◽

Method Approach ◽

Stimulation Of

Perkembangan merupakan suatu perubahan yang tejadi pada anak yang dapat dilihat dari aspek motorik, emosi, kognitif dan psikososial interaksi anak terhadap lingkungan. Perkembangan anak paling pesat pada umur 0-6 tahun biasanyadisebut sebagai masa keemasaan atau the goldenages. Pada masa ini faktor stimulasi menjadi sangat penting dalam suatu perkembangan anak agar kemampuan anak terganggu meliputi perkembangan motorik halus, motorik kasar, bahasa dan kemampuan sosial. Tuhuan penelitian untuk mengetahui perilaku orang tua dalam menstimulasi anak usia 0-6 tahun di kecamatan Gringsing. Penelitian ini merupakan penelitian kuantitatif deskriftif dengan menggunakan pendekatan metode survey. Tehnik pengembalian sampel menggunakan purposive sampling dan didapatkan sampel sebanyak 65 responden. Alat penggumpulan data menggunakan kuesioner perilaku. Penelitian ini didapatkan hasilsebagian besar orang tua memiliki perilaku baik yaitu sebanyak 56 responden (86,2%), sebagian kecil memiliki perilaku cukup yaitu sebanyak 9 responden (13,8%) dan ≥35% responden belum melakukan motorik halus. Orang tua dapat mencari informasi tentang stimulasi perkembangan anak usia 0-6 tahun dengan jalan sering membaca buku, majalah, membuka internet bertanya kepada tenaga kesehatan, kader Posyandu, teman, atau keluarga untuk meningkatkan stimulasi perkembangan anak usia 0-6 tahun akan meningkat. Kata kunci: Perilaku orangtua , stimulasi perkembangan anak IDENTIFIEDTHE BEHAVIOR OF PARENTS IN STIMULATING CHILDREN AGED 0-6 YEARS ABSTRACTDevelopment a change that happen in children that can be seen from the motorik, emotional, cognitive and psychosocial aspects of the child's interaction with the environment. The most rapid child development at the age of 0-6 years is usually called as the golden age or the goldenages. At this time the stimulation factor becomes very important in a child's development so that the ability of children disturbed include the to development of soft motorik, coarse motorik, language and social ability. Objectiveb to identifiedthe behavior of parents in stimulating children aged 0-6 years in Gringsing district. This research descriptive quantitative research by using survey method approach. The technique of returning this sample with that purposive sampling and be found sample of 65 respondents. The instrument to collect data used questionnaire. This research got the result most parents have good behavior that as much 56 respondents 86,2%), some have enough behavior which 9 respondents (13,8%) and ≥35% of respondents have not done fine motor skills. Expected to find information about the stimulation of development of children aged 0-6 years by often reading books, magazines, opening the internet asking health workers, Posyandu cadres, friends, or family so that knowledge of developmental stimulation of children aged 0-6 years will increase. Keywords: Parent behavior, Child development stimulation

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Peningkatan Motorik Halus Melalui Menjahit Jenis-Jenis Pola Baju pada TK Kelompok A

Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan ◽

10.17977/um065v1i72021p516-524 ◽

2021 ◽

Vol 1 (7) ◽

pp. 516-524

Author(s):

Kholifatur Rohmah ◽

Usep Kustiawan ◽

Suryadi Suryadi

Keyword(s):

Action Research ◽

Child Development ◽

Motor Skills ◽

Mastery Learning ◽

Smooth Muscles ◽

Class Action ◽

Hand Movements ◽

Fine Motor ◽

Group A ◽

Hand Coordination

Abstract: The results of observations made by researchers in group A kindergarten Plus wahidiyah Sukun. there are 12 children who get the BB and MB criteria, 3 children get BSH criteria, and 2 children get BSB criteria. Sewing activities are only done once so that the results obtained are not optimal. This research is a class action research, aims to determine the application and improvement of fine motor skills through sewing activities. The scope of this research is fine motor children aged 4-5 years, patterns in sewing are limited to the types of clothing patterns made from duplex paper, the indicators used in this study are: 1) eye and hand coordination for complex movements and 2) controlling hand movements using smooth muscles. Analysis of the data used are: Quantitative is used to look at classical and qualitative child development achievements to describe data from observations, interviews, and documentation. The research was conducted in 3 stages: pre-action, cycle I, and cycle II. The results of mastery learning in pre-action is 17.6 percent. These results are still very low so there is a need for further stimulus. Researchers prepare RPPH, assessments, and make media. The implementation of sewing activities consists of initial, core and closing activities. Observations were made during sewing activities. After the activity, a reflection is carried out. The results of mastery learning in the first cycle of the first meeting were 23.5 percent. The second meeting is 70.5 percent. Cycle II of the first meeting was 82.3 percent. The second meeting was 88.2 percent. The results of the second cycle of the second meeting had exceeded the specified criteria greater than or equal to 85 percent. Based on these data sewing activities of the types of clothing patterns can improve fine motor children in group A TK Plus Wahidiyah Sukun. Suggestions in this study the teacher can implement sewing activities to improve fine motor group A, especially when the sub-theme of clothing. Abstrak: Hasil observasi yang dilakukan peneliti pada kelompok A TK Plus wahidiyah Sukun terdapat 12 anak yang mendapatkan kriteria BB dan MB, 3 anak mendapatkan kriteria BSH dan 2 anak mendapatkan kriteria BSB. Kegiatan menjahit hanya dilakukan 1 kali sehingga hasil yang diperoleh belum maksimal. Penelitian ini merupakan penelitian tindakan kelas, bertujuan untuk mengetahui penerapan dan peningkatan motorik halus melalui kegiatan menjahit. Ruang lingkup penelitian ini yaitu motorik halus anak usia 4-5 tahun, pola dalam kegiatan menjahit dibatasi pada jenis-jenis pola baju yang terbuat dari kertas duplex, indikator yang digunakan pada penelitian ini yaitu: 1) koordinasi mata dan tangan untuk melakukan gerakan yang rumit dan 2) mengontrol Gerakan tangan yang menggunakan otot halus. Analisis data yang digunakan yaitu: kuantitatif digunakan untuk melihat capaian perkembangan anak secara klasikal dan kualitatif untuk mendeskripsikan data hasil observasi, wawancara, dan dokumentasi. Penelitian dilakukan dalam 3 tahap: pra tindakan, siklus I, dan siklus II. Hasil ketuntasan belajar pada pra tindakan yaitu 17,6 persen. Hasil tersebut masih sangat rendah sehingga perlu adanya stimulus lebih lanjut. Peneliti menyusun RPPH, penilaian, dan pembuatan media. Pelaksanaan kegiatan menjahit terdapat kegiatan awal, inti dan penutup. Observasi dilakukan saat kegiatan menjahit. Selesai kegiatan maka dilakukan refleksi. Hasil ketuntasan belajar pada siklus I pertemuan pertama yaitu 23.5 persen. Pertemuan kedua 70.5 persen. Siklus II pertemuan pertama mendapatkan hasil 82.3 persen. Pertemuan kedua 88.2 persen. hasil pada siklus II pertemuan kedua sudah melebihi kriteria yang ditentukan sama dengan lebih dari 85 persen. Berdasarkan data tersebut kegiatan menjahit jenis-jenis pola baju dapat meningkatkan motorik halus anak kelompok A TK Plus Wahidiyah Sukun. Saran pada penelitian ini guru dapat menerapkan kegiatan menjahit untuk meningkatkan motorik halus kelompok A, terutama pada saat sub tema pakaian.

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Beyond Stunting: Mechanisms Linking Length to Early Child Development Among Infants in Rural India (P10-003-19)

Current Developments in Nutrition ◽

10.1093/cdn/nzz034.p10-003-19 ◽

2019 ◽

Vol 3 (Supplement_1) ◽

Author(s):

Maureen Black ◽

Doris Yimgang ◽

Kristen Hurley ◽

Kimberly Harding ◽

Silvia Fernandez-Rao ◽

...

Keyword(s):

Child Development ◽

Maternal Education ◽

Expressive Language ◽

Receptive Language ◽

Rural India ◽

Fine Motor ◽

Early Child Development ◽

Blood Draw ◽

Early Child ◽

Visual Reception

Abstract Objectives In low and middle-income countries, early child development (ECD) is associated with stunting, but the association with length-for-age z-scores (LAZ) is understudied. The objective is to examine whether the association with ECD among infants extends beyond stunting to LAZ and whether it is altered by nurturance or inflammation. Methods Sample: 513 infants (mean age 8.6 months, SD 2.2), 20% stunted (LAZ < -2) participated in a randomized controlled trial of micronutrient powder (MNP) in rural India. Following baseline, infants were re-evaluated at 6- and 12-months. LAZ was calculated from measured length, inflammation (C-reactive protein, CRP) from blood draw; nurturance from home observation (HOME Inventory), and ECD from Mullens Early Learning Scale (visual reception, fine/gross motor and receptive/expressive language). Linear mixed effects models were conducted, accounting for repeated measures and clustering, adjusted for child age, anemia, maternal education, household assets, and intervention. LAZ interactions with CRP and HOME scores were tested. Results LAZ was significantly positively associated with all ECD domains over time. HOME was positively associated with visual reception and expressive language (Table 1). HOME interactions were marginal for fine motor (P = 0.058) and significant for receptive language (P = 0.015). For HOME scores < -1 SD, LAZ was positively related to fine motor and receptive language, for HOME scores >1 SD, LAZ was not related to ECD (Figure 1). CRP was not related to ECD and CRP interaction was not significant. Conclusions The positive association between LAZ and ECD illustrates vulnerability prior to the threshold of stunting. Maternal nurturance is positively associated with multiple domains of infants’ ECD and attenuates relations between LAZ and receptive language and fine motor. Inflammation (measured by CRP) is not associated with ECD. Linear growth within normal and nurturant caregiving are needed to promote ECD. Funding Sources Mathile Institute for the Advancement of Human Nutrition, Nutrition International, Sackler Institute for Nutrition Science of the New York Academy of Sciences.

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C-Hg

ACM Transactions on Accessible Computing ◽

10.1145/3459608 ◽

2021 ◽

Vol 14 (2) ◽

pp. 1-28

Author(s):

Huan Zhao ◽

Ashwaq Zaini Amat ◽

Miroslava Migovich ◽

Amy Swanson ◽

Amy S. Weitlauf ◽

...

Keyword(s):

Social Skills ◽

Motor Skills ◽

Real World ◽

Skill Training ◽

Hand Movement ◽

Autism Spectrum ◽

Training System ◽

Fine Motor ◽

Computer Assisted ◽

Fine Motor Skills

Computer-assisted systems can provide efficient and engaging ASD intervention environments for children with Autism Spectrum Disorder (ASD). However, most existing computer-assisted systems target only one skill deficit (e.g., social conversation skills) and ignore the importance of other areas, such as motor skills, that could also impact social interaction. This focus on a single domain may hinder the generalizability of learned skills to real-world scenarios, because the targeted teaching strategies do not reflect that real-world tasks often involve more than one skill domain. The work presented in this article seeks to bridge this gap by developing a Collaborative Haptic-gripper virtual skill training system (C-Hg). This system includes individual and collaborative games that provide opportunities for simultaneously practicing both fine motor skills (hand movement and grip control skills) as well as social skills (communication and collaboration) and investigating how they relate to each other. We conducted a usability study with 10 children with ASD and 10 Typically Developing (TD) children (8–12 years), who used C-Hg to play a series of individual and collaborative games requiring differing levels of motor and communication skill. Results revealed that participant performance significantly improved in both individual and collaborative fine motor skill training tasks, including significant improvements in collaborative manipulations between partners. Participants with ASD were found to conduct more collaborative manipulations and initiate more conversations with their partners in the post collaborative tasks, suggesting more active collaboration and communication of participants with ASD in the collaborative tasks. Results support the potential of our C-Hg system for simultaneously improving fine motor and social skills, with implications for impacts of improved fine motor skills on social outcomes.

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Exploring the construct of school readiness based on child development for kindergarten children

Research and Evaluation in Education ◽

10.21831/reid.v3i1.13663 ◽

2017 ◽

Vol 3 (1) ◽

pp. 42

Author(s):

Farida Agus Setiawati ◽

Rita Eka Izzaty ◽

Agus Triyanto

Keyword(s):

Elementary Schools ◽

Child Development ◽

School Readiness ◽

Motor Skills ◽

Kindergarten Children ◽

Fine Motor ◽

Social Emotional ◽

Gross Motor Skills ◽

Emotional Skills ◽

Special Region

Indonesian government has regulated that the basic age of readiness of a child to attend elementary schools is 7 years old. In fact, some children are not exactly 7 years old when they first go to school because they develop more rapidly. This study is aimed at investigating some aspects of child development which affect their readiness to attend elementary school. The subjects were 101 grade 1, 2, and 3 teachers of elementary schools in Yogyakarta, a special Region in Indonesia. The data were collected through interviews. The results of the data collection were analyzed using both descriptive quantitative and qualitative techniques. The results of the study show some aspects of child development affecting their readiness to attend elementary schools, including cognitive and language ability, social emotional skills, fine motor skills, gross motor skills, arts, religion and moral values, and some others. Beside these aspects, some problems in grades 1, 2, and 3 are also found. This study is expected to give significant indicators to create the construct of school readiness.

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Depressive Symptoms, Anxiety, Self-Esteem and Educational Social Skills in Public School Teachers

10.31237/osf.io/fbmgp ◽

2020 ◽

Author(s):

Aixa Hafsha

Keyword(s):

Depressive Symptoms ◽

Social Skills ◽

Public School ◽

School Context ◽

Self Esteem ◽

Anxiety Symptoms ◽

World Population ◽

Depression And Anxiety ◽

Public School Teachers ◽

School Teachers

Depression and anxiety symptoms are increasingly common in the world population and may damage different aspects of life. In the school context, these symptoms may affect teachers’ self-esteem and educational social skills. This study aimed to evaluate and compare depression and anxiety symptoms, self-esteem and educational social skills in first and last grades elementary public school teachers, with 196 teachers, men and women, aged 18 years or older. The instruments applied were: a sociodemographic questionnaire, State-Trait Anxiety Inventory (STAI), Population Screening Scale for Depression Epidemiological Studies Center (CES-D), Depressive Symptoms Intensity Survey (LIS-D), the Anxiety Symptoms Intensity Survey (LIS-A), the Rosenberg Self-Esteem Scale (RSES), and the Inventory of Educational Social Skills-Teachers (IHSE). The main results indicate differences between the two teachers’ groups regarding the levels of depressive and anxiety symptoms, some educational social skills and self-esteem. Future studies with teachers should consider specific aspects of teaching work.

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Child Development, Maternal Depression and Associated Factors: A Longitudinal Study

Paidéia (Ribeirão Preto) ◽

10.1590/1982-4327e3012 ◽

2020 ◽

Vol 30 ◽

Author(s):

Rafaela de Almeida Schiavo ◽

Gimol Benzaquen Perosa

Keyword(s):

Depressive Symptoms ◽

Longitudinal Study ◽

Child Development ◽

Maternal Depression ◽

Screening Test ◽

Associated Factors ◽

Developmental Screening ◽

The Third ◽

Birth Data ◽

The Relationship

Abstract Maternal depression can compromise child development, but little about its effects has been investigated since the pregnancy stage. This longitudinal study aimed to compare, in two moments, the development of children of mothers with depressive symptoms and to identify whether these symptoms and other sociodemographic variables were associated with development at 6 and 14 months. One hundred and thirty nine women answered a questionnaire referring to sociodemographic and birth data and the Beck Depression Inventory, in the third gestational trimester, 6 and 14 months after childbirth. At 6 and 14 months of age, children were assessed using the Denver Developmental Screening Test. There was a high percentage of babies at risk at 6 and 14 months. Depressive symptoms were associated with delays in the development of subareas, but not with overall development. It is believed that the relationship between maternal depression and developmental delay is mediated by other variables that indirectly interfere in the process and would need further investigation.

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