Joint and independent effects of maternal prenatal depression and SARS-CoV-2 exposure on infant cognitive and socioemotional development across the first postnatal year

Here we evaluate longitudinal neurodevelopmental trajectories across the first postnatal year in infants of mothers impacted by the COVID-19 pandemic during pregnancy. Ninety-three pregnant mothers were recruited beginning at the first peak of the pandemic in New York City, and were oversampled for SARS-CoV-2 exposure during pregnancy (n = 36 COVID-19 exposed mothers). At 6 months postpartum, infant attentional processing was measured remotely using an online webcam-linked eye tracker developed for infant remote research in the home environment. At 12 months, infant socioemotional development was evaluated through maternal-report using validated surveys. Results indicated that interactions between maternal depressive symptoms and SARS-CoV-2 exposure during pregnancy were linked with individual differences in infants’ attentional processing at 6 months of age. Specifically, in mothers reporting positive exposure to SARS-CoV-2, higher prenatal depressive symptoms were associated with attentional patterns characterized by increased orienting to salient stimuli, longer looking times, and lower levels of maternal-reported measures of attentional control. In turn, these attentional patterns subsequently predicted socioemotional competence at 12 months, over and beyond individual contributions of prenatal depression, SARS-CoV-2 exposure, or relevant infant or family characteristics. These findings provide preliminary evidence of phenotypic adaptations in attentional processing by infants of mothers affected by the COVID-19 pandemic, and highlight infant attentional processing as a relevant early behavioral predictor of longitudinal developmental trajectories.

Correlates of help-seeking by parents for the socioemotional development of their 3-year-old children: a longitudinal study

ObjectivesTimely parental help-seeking regarding their child’s socioemotional development is associated with a lower rate and lower severity of psychosocial problems in later life. This study aimed to examine the correlates of parental help-seeking for the socio-emotional development of 3-year-old children.DesignRetrospective cohort study.SettingCommunity-based survey in Rotterdam.ParticipantsOf 2305 parents and their 2-year-old children at baseline, 1507 who completed follow-up questionnaires were included in the analyses when children were 3 years old.Outcome measuresParental help-seeking regarding their child’s socioemotional development and types of formal and informal help sources (eg, general practitioner, internet) used in the past 12 months were measured. Hierarchical logistic regression models were applied to identify factors correlates of parental help-seeking among 13 predisposing, enabling and need factors according to Andersen’s behavioural model.ResultsIn total, 22.6% of parents reported help-seeking in the past 12 months for socioemotional development of their 3-year-old child; 6.8% addressed formal help sources and 17.5% addressed informal help sources. General practitioner (2.7%) and family (12.5%) were the most frequently used formal and informal sources, respectively. In the full model, predisposing factors associated with higher odds of parental help-seeking were child’s other western ethnic background (OR=1.66, 95% CI 1.02 to 2.68) and parental age ≤29 years old (OR=1.71, 95% CI 1.01 to 2.92). No associated factors were found among enabling factors. The need factors associated with higher odds of parental help-seeking were having previous help-seeking (OR=2.52, 95% CI 1.83 to 3.48) and discussing child’s socioemotional development in the well-child visit (OR=2.47, 95% CI 1.73 to 3.53).ConclusionsPredisposing and need factors were associated with parental help-seeking for socioemotional development of 3-year-old children. The findings can be used to further develop support for parents accessing adequate information, prevention and anticipatory care with regards to the child’s socio-emotional development.

Parental Support, Learning Performance, and Socioemotional Development of Children and Teenagers During the COVID-19 Pandemic

In spring and fall 2020, most schools across the globe closed due to the ongoing threat of the COVID-19 pandemic. Online and remote learning (ORL) modalities were implemented to continue children’s education and development. Yet, the change in educational delivery increased parental responsibilities in cultivating their children. We examined the determinants related to students’ learning performance before and during the COVID-19 period in association with psychosocial behaviors (such as socialization, internalizing and externalizing behavior, and motivation) and other factors, including parents’ support received, the teaching modality, and access to digital resources. The current study included 80 parents of elementary and middle school children who completed an online survey. The results of the study indicated that more than double the normal time was spent by parents in supporting their children’s learning and development during the COVID-19 period. The factors of parental support and motivation were found the most effective contribution in the development of children’s positive emotions and learning attainment. It was indicated that academic performance, motivation to participate in learning, socialization, prosocial behavior, discipline, externalizing and internalizing behaviors decreased during the COVID-19 pandemic. Accordingly, teachers and educators should consider bridging or creating alternative performance recovery strategies and socioemotional development interventions for children and young adults.