Summary: A new study reports mothers who feel more connected with their baby during pregnancy are more likely to have positive interactions with the infant when it is born. This can have a positive effect on the child’s development.
Source: University of Cambridge.
Mothers who ‘connect’ with their baby during pregnancy are more likely to interact in a more positive way with their infant after it is born, according to a study carried out at the University of Cambridge. Interaction is important for helping infants learn and develop.
Researchers at the Centre for Family Research carried out a meta-analysis, reviewing all published studies in the field, in an attempt to demonstrate conclusively whether there was a link with the way parents think about their child during pregnancy and their behaviour towards them postnatally.
The results of their work, which draws data from 14 studies involving 1,862 mothers and fathers, are published in the journal Developmental Review.
Studies included in the meta-analysis examined parents’ thoughts and feelings about their child during pregnancy through interviews and questionnaires. For example, in interviews expectant parents were considered to have a ‘balanced’ representation of their child if they showed positive anticipation of their relationship with the child or showed ‘mind-mindedness’ – a propensity to see their child as an individual, with its own thoughts and feelings. This was contrasted by parents who had a ‘distorted’ representation of their child, with a narrow, idealised description of their child, and incomplete or inconsistent descriptions of them.
Once the child had been born, researchers in these studies would observe the interactions between parent and child. One measure they were looking for was ‘sensitivity’ – the ability to notice, interpret and respond in a timely and appropriate manner to children’s signals, for example if the baby was upset.
Combining the results from all 14 studies, the Cambridge team showed a modest association between positive thoughts and feelings about the infant during pregnancy and later interaction with the infant, but only in mothers.
“Studies have shown that parent-child interaction is crucial for a child’s development and learning, so we wanted to understand if there were prenatal signs that might predict a parent’s behaviour,” says Dr Sarah Foley, the study’s first author, who carried out the research as part of her PhD.
“Although we found a relationship between a mother’s attitude towards her baby during pregnancy and her later interactions, this link was only modest. This suggests it is likely to be a part of the jigsaw, rather than the whole story.”
Research has also shown that increased awareness of the baby during pregnancy is associated with healthy behaviours during pregnancy, such as giving up smoking or attending antenatal appointments.
While more work is needed to determine what form such interventions might take, options might include the midwife encouraging the mother to think about what her baby may be like, or asking the mother to imagine activities they think she and her baby might like to do together.
“This is a relatively new area of research, but could have important implications for children’s development,” adds Dr Foley. “We need more research in this area, but hope it will inform new interventions that could help new mothers engage more with their children.”
Dr Foley says there may be a number of factors that contribute to low levels of attachment with the baby during pregnancy. These include: previous experience of miscarriage, depression or anxiety, a mother’s relationship with her own parents, or cultures in which focusing on the baby is considered inappropriate. However, she says, the paucity of evidence means it is difficult to determine which of these factors would impact on prenatal thoughts about the infant, which might in turn influence the quality of later interaction with the infant.
Funding: The study was funded by the Economic and Social Research Council.
Source: Craig Brierley – University of Cambridge
Publisher: Organized by NeuroscienceNews.com.
Image Source: NeuroscienceNews.com image is in the public domain.
Original Research: Abstract for “Great expectations? Do mothers’ and fathers’ prenatal thoughts and feelings about the infant predict parent-infant interaction quality? A meta-analytic review” by Sarah Foley and Claire Hughes in Developmental Review. Published April 27 2018
[cbtabs][cbtab title=”MLA”]University of Cambridge “Mother’s Attitude Towards Baby During Pregnancy May Have Implications for Child’s Development.” NeuroscienceNews. NeuroscienceNews, 12 June 2018.
<https://neurosciencenews.com/pregnancy-attitude-child-development-9315/>.[/cbtab][cbtab title=”APA”]University of Cambridge (2018, June 12). Mother’s Attitude Towards Baby During Pregnancy May Have Implications for Child’s Development. NeuroscienceNews. Retrieved June 12, 2018 from https://neurosciencenews.com/pregnancy-attitude-child-development-9315/[/cbtab][cbtab title=”Chicago”]University of Cambridge “Mother’s Attitude Towards Baby During Pregnancy May Have Implications for Child’s Development.” https://neurosciencenews.com/pregnancy-attitude-child-development-9315/ (accessed June 12, 2018).[/cbtab][/cbtabs]
Great expectations? Do mothers’ and fathers’ prenatal thoughts and feelings about the infant predict parent-infant interaction quality? A meta-analytic review
Drawing on data gathered from 14 studies involving a total of 1862 mothers and fathers, this meta-analysis reviews the measures that are used to tap into thoughts and feelings about the unborn infant during pregnancy and examines links between these prenatal measures and parent-child interaction quality. Questionnaire scores for parental-fetal attachment and interview ratings of expectant parents’ representations of their infant showed modest but robust associations with observed parent-child interaction quality. Moderator analyses showed that these associations were significantly stronger for mothers than for fathers. Key lessons for future research include the need for greater consistency in study measures, sample diversity and the examination of associations with child outcomes.