Poster #152 - Parenting Behaviors, Maternal Depression, and Young Children's Language Environments

• In Event: 2-163 - Poster Session 08
  In Poster Session: PS 08 Section - Parenting & Parent-Child Relationships

Integrative Statement

A child’s early language environment is predictive of their cognitive development, educational outcomes, and future economic opportunities (Leffel & Suskind, 2013). Socioeconomic differences in both the quantity and quality of young children’s home language environments has been well documented (Hart & Risley, 1995; Fernald & Marchman, 2013; Hoff, 2006). Parent’s input on a child’s language environment is influenced by the social interactions between the parent and child, sensitive and responsive parenting interactions have been shown to positively impact language quality (Leigh, Nievar & Nathans, 2011; Tamis-LeMonda & Brigss, 2002) while interactions that are harsh or controlling may reduce opportunities for conversation (Hart & Risley, 1995; McLeod & Shanahan, 1993). Mothers experiencing depressive symptoms are more likely to have difficulty responding to their child’s needs, maintaining engagement, display negative emotionality (Feldman et al., 2009), irritability, and hostility which can lead to fewer and disrupted caregiving interactions (Lovejoy, Graczyk, O’Hare & Neuman, 2000). Over half of children living in low-income families have a mother who is experiencing depressive symptoms (Schmit, Golden & Beardslee, 2014) compounding the risk for delayed language development
In the current study, the relationship between the quality of the home language environment (adult word counts, child vocalizations, conversational turns, child vocal productivity) positive parenting behaviors, and mother’s depressive symptoms were examined in a sample of low income mothers and their young children (N = 26) (M age = 18 months). Study participants were part of a larger implementation study of an evidence-based parenting program aimed at improving child outcomes by fostering sensitive mother-child relationships, promoting maternal self-efficacy, and supporting sense of community among low-income mothers.
Language Enhancement Analysis software (LENA) was used to measure children’s home language environment using full day recordings collected in the child’s natural environment. Parent-child interactions were assessed using standardized observational tasks and were coded for positive parenting behaviors. Mother’s depressive symptoms were assessed when children were, on average, six-months old.
Adult word counts, conversational turns, and child vocalizations were low for this sample. See Table 1. Results from regression analyses indicated that of the four parenting behaviors observed (responsiveness, encouragement, affection, and teaching) teaching behaviors were the most consistent predictor of language outcome. See Table 2. These observed behaviors included providing explanations, labeling objects or actions, talking about characteristics of objects, making suggestions to extend an activity, asking questions, repeating or expanding words or sounds, asking for information and engaging in pretend play. After controlling for maternal education, only teaching behaviors remained a significant predictor of adult word counts. These behaviors also significantly predicted conversational turns, and marginally predicted child vocalizations. Vocal productivity scores, child vocalizations, and conversational turns were all lower for children whose mothers reported depressive symptoms approximately one year earlier. Increasing the number of teaching behaviors parents use when interacting with their young children has the potential to improve the quality of the home language environment. In the broader contextual view, these findings support the importance of early identification and treatment of maternal depression in supporting young children’s early language development.

Authors

• Amy E Treat, Oklahoma State University
  Presenting Author

• Amanda Morris, Oklahoma State University
  Non-Presenting Author

• Jennifer Hays-Grudo, Oklahoma State University
  Non-Presenting Author

• Amy C Williamson, Oklahoma State University
  Non-Presenting Author