Maternal Parenting Stress, Mother-Child Interaction Activities, Maternal Parenting Behaviors, and Preschoolers’ School Readiness in Early Childhood: Longitudinal Effects on Children’s Academic Ability at School Entry

Objectives: The main purpose of this study was to explore the longitudinal effects of maternal parenting stress, mother-child interaction activities, maternal parenting behaviors, and preschoolers' school readiness on children's academic ability at school entry in early childhood.Methods: This study used data from the seventh (T1) and eighth (T2) wave (2014ㅡ2015) of the Panel Study on Korean Children. The participants of this study were 942 between 6 and 7-year-old children and their mothers. Data analysis was performed using structural equation modeling.Results: First, the relationship between maternal parenting stress and children's academic ability at school admission was sequentially mediated by mother-child interaction activities and preschoolers' school readiness. The higher the maternal parenting stress, the lower the mother-child interaction activities, and the lower the mother-child interaction activities, the lower the degree of preschoolers' school readiness. The poor degree of preschoolers' school readiness was related to the children's low academic ability at school entry. Second, the relationship between maternal parenting stress and children's academic ability at school entry was sequentially mediated by parenting behaviors and preschoolers' school readiness. The higher the maternal parenting stress, the less positive maternal parenting behaviors were, and the less positive maternal parenting behaviors were, the lower the level of preschoolers' school readiness, and the lower the children's academic performance at school entry.Conclusion: This study indicated that maternal parenting stress, mother-child interaction activities, maternal parenting behaviors, and preschoolers' school readiness in early childhood influenced firstgrade children's academic performance.

A Maternal Postpartum Depression Consequences towards Mother-child interaction Outcomes: A systematic review

Postpartum depression is a psychiatric disorder that starts from the second to the sixth week after birth. Postpartum depression has been shown to have an association with infant growth, nutrition, bonding, temperament and ultimately childhood mental wellbeing. This paper reviews overall outcomes of untreated maternal postpartum depression towards the mother-child interactions consequences. Systematic review was conducted in the online databases Google Scholar and PubMed using the index terms “postpartum depression” and “maternal outcomes” or “children outcomes”. Total of 10 studies (out of 112 references retrieved from bibliographic databases) were included in this systematic review. The results of the studies were synthetized into mother–child interactions, including bonding, breastfeeding, and the maternal role. The results suggest that postpartum depression creates an environment that is not conducive to the mother-child interaction thus regressing personal development of mothers or the optimal development of a child. It therefore seems important to detect and treat depression during the postnatal period as early as possible to avoid harmful consequences.

The Relationship Between Mother-Child Interaction and Spiritual Well-being and Child Behavioral Disorders Through the Moderating Role of Mental Health in Mothers of Children With Hearing Impairment

Background: Mother-child interaction and spiritual well-being can influence child behavioral disorders by affecting the mother’s mental health. The present study was done to investigate the relationship between mother-child interaction and spiritual well-being and child behavioral disorders with the mediation of mental health in mothers of children with hearing impairment. Methods: The descriptive correlational study used a path analysis. The statistical population included 1580 mothers of children with hearing impairment in Tehran in 2019. The sample size was determined using Morgan’s sample size table. The samples were selected based on stratified random sampling. To collect the required data, 310 questionnaires based on the research variables were provided to the participants and a total of 284 questionnaires were analyzed following the elimination of incomplete questionnaires. The research instruments included the Behavior Disorders Questionnaire, the Child-Parent Interaction Questionnaire, the Spiritual Well-being Questionnaire, and the Mental Health Questionnaire. The proposed model was evaluated using path analysis by AMOS v. 24 software. Results: The results showed that there was a significant relationship between spiritual well-being and child behavioral disorders (P<0.01), mental health and child behavioral disorders (P<0.01), child-mother interaction and mental health (P<0.01), and spiritual well-being and mental health (P<0.01), but there was no a significant relationship between child-mother interaction and child behavioral disorders (P>0.05). Moreover, indirect paths of child-mother interaction and child behavioral disorders with a mediating role of mental health (P<0.01) and spiritual well-being and child behavioral disorders with a mediating role of mental health were significant (P<0.05). Conclusion: According to the results of this study, the proposed model had a good fit, and is an important step in identifying the factors affecting the child behavioral disorders of children with hearing impairment.

Assessment of Mother-Child (0 - 36 Months) Interaction, and Its Association with Socio-Emotional Development in Rural Area of Wardha District

BACKGROUND Infancy is a significant period in a human being's development.1 Adverse parenting practices can have negative impacts in the context of complete dependence and vulnerability of a child. Physical and psychological development of the child is also influenced by the relationship between the mother and the child. The purpose of the study was to assess the interaction and its association with socio-emotional development between mother and child in rural areas. METHODS A cross-sectional study was conducted in a rural area of Wardha district among 160 mother-child participants using Observation of Mother-Child Interaction (OMCI) and Profile of Socio-Emotional Development (PSED) tools for accessing mother-child interaction and socio emotional development of child. The sampling was done by complete enumeration sampling method. Written inform consent was taken from participants. Descriptive analysis was carried out in order to evaluate the measures of the collected result. RESULTS It is evident from this study that there is no statistically significant finding in motherchild interaction with socio emotional development i.e., P-value 0.081, and mother score having mean (SD) i.e., 22.99 (± 5.38), child score having mean (SD) i.e., 13.19 (± 3.84), total mother-child score having mean (SD) i.e., 18.03 (± 6.70) and total PSED score having mean (SD) i.e., 15.63 (± 6.15). CONCLUSIONS This study concludes that large responsive care ratings were related to enhance socio-emotional growth and responsive care with higher levels of maternal education as well as socioeconomic status. It can be further stated that inclusion of responsive care in child health interventions could have a valuable impact on child socioemotional development. KEY WORDS Mother-Child Interaction, OMCI, PSED, Socio Emotional Development

The Role of Mental Health of Mothers of Children With Learning Disabilities in the Relationship Between Parental Stress, Mother-child Interaction, and Children’s Behavioral Disorders

Background: Behavioral problems are common in childhood, presenting debilitating conditions that cause numerous difficulties for the affected children and their families. The present study aimed to investigate the relationship between parental stress and mother-child interaction, and children’s behavioral disorders with the mediating role of mental health in the mothers of children with learning disabilities. Methods: The research population of this descriptive-correlational study consisted of the mothers of all students with learning disabilities in Adnimeshk City, Iran, in 2020. Applying the convenience sampling method, 210 students were selected as the study sample. The research instruments included the Child Behavior Checklist, the Parental Stress Scale, the Child-Parent Relationship Scale, and the Mental Health Questionnaire. The proposed model was evaluated using path analysis in AMOS v. 24. Results: The obtained results indicated a direct and significant relationship between parental stress and children’s behavioral disorders (β=0.321, P=0.0001), as well as mother-child interaction and mothers’ mental health (β=0.255, P=0.001). There was a negative relationship between mother-child interaction and children’s behavioral disorders (β=-0.148, P=0.019), as well as parental stress and mothers’ mental health (β=-0.581, P=0.0001). Furthermore, the collected results presented a reverse and significant relationship between mothers’ mental health and children’s behavioral disorders (β=-0.360, P=0.0001). The indirect path analysis data revealed that mothers’ mental health played a mediating role in the relationship between parental stress, mother-child interaction, and children’s behavioral disorders (P=0.001). Conclusion: According to the present research results, the model proposed in this study was favorably fitted; thus, it can be considered as an important step in identifying the factors affecting behavioral disorders in students with learning disabilities.