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Maternal interactive beliefs and style as predictors of language development in preterm and full term children

Published online by Cambridge University Press:  18 June 2020

Sharifeh YOUNESIAN ,
Areana EIVERS ,
Ameneh SHAHAEIAN ,
Karen SULLIVAN  and
Linda GILMORE
Sharifeh YOUNESIAN*
Affiliation:
Faculty of Health, School of Psychology and Counselling, Queensland University of Technology, Australia Speech Therapy Department, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran
Areana EIVERS
Affiliation:
Faculty of Health, School of Psychology and Counselling, Queensland University of Technology, Australia
Ameneh SHAHAEIAN
Affiliation:
Institute for Learning Sciences and Teacher Education, Australian Catholic University
Karen SULLIVAN
Affiliation:
Faculty of Health, School of Psychology and Counselling, Queensland University of Technology, Australia
Linda GILMORE
Affiliation:
School of Education, Queensland University of Technology, Australia
*
*Corresponding author: Sharifeh Younesian Faculty of Health School of Psychology and Counselling Queensland University of Technology Kelvin Grove Campus Victoria Park Road Kelvin Grove QLD 4059BrisbaneAustralia E-mail: sharifeh.younesian@connect.qut.edu.au
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Abstract

Previous research has shown that the quality of mother-child interactions between pre-term children and their mothers tends to be poorer than that of full-term children and their mothers (Forcada-Guex, Pierrehumbert, Borghini, Moessinger & Muller-Nix, 2006). Mothers of pre-term children are less responsive and more intrusive in interactions with their children than mothers of full-term children (Forcada-Guex et al., 2006; Ionio, Lista, Mascheroni, Olivari, Confalonieri, Mastrangelo, Brazzoduro, Balestriero, Banfi, Bonanomi, Bova, Castoldi, Colombo, Introvini & Scelsa, 2017; Laing, McMahon, Ungerer, Taylor, Badawi & Spence, 2010). The current research explored differences between mothers of pre-term and full-term children in terms of interactive beliefs and style, and the potential for language development to be differentially predicted by maternal interactive beliefs and styles in pre-term versus full-term children. Independent t-tests were conducted to compare pre-term and full-term groups in relation to the measures of maternal interactive beliefs and styles. A series of multiple regression analyses were then performed separately for each group to examine the shared and unique contributions of maternal interactive beliefs and styles on full-term versus pre-term children's language development. The results showed that mothers of pre-term children were more intrusive-directive than mothers of full-term children; in contrast, mothers of full-term children were more responsive and supportive-directive in interactions with their children. Moreover, predictors of language development were different in full-term versus pre-term children; in full-term children, maternal supportive beliefs and responsiveness were significant predictors of language development evaluated by both the Bayley Scales of Infant and Toddler Development and the MacArthur Communicative Development Inventory; in the pre-term group, maternal supportive and directive beliefs, as well as supportive and intrusive directiveness, were significant predictors, with the latter being negatively associated with language development indicators. This research can shed light on how to prevent language delay in children and improve mother-child interactions that contribute to language development, which may in turn improve language development in vulnerable children, children born pre-term in particular.

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Article
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Journal of Child Language , Volume 48 , Issue 2 , March 2021 , pp. 215 - 243
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Copyright © Cambridge University Press 2020

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