Poster #78 - Preliminary Evidence for Supporting Early Social Emotional Development Through an Online Book Sharing Intervention

• In Event: Poster Session 13

Abstract

The Playtime with Books study has adapted an evidence-based book sharing intervention to include video-feedback to promote sensitive caregiving and child social emotional development. Book sharing interventions improve parent-child interaction quality by supporting parents to engage with their children in stimulating and enriching ways that match their child’s interests (Dowdall et al., 2017). Despite robust theoretical arguments, there is limited evidence that this improvement supports early social emotional development (Dowdall et al., 2021), and where it does, effect sizes are small (Xie et al., 2018). Video-feedback interventions are consistently shown to promote parent sensitivity (van Ijzendoorn et al., 2022), which is linked with child social emotional outcomes (Behrendt et al., 2019). Adapting a book sharing intervention to include video-feedback may enhance parental sensitivity and benefit child social emotional outcomes. 43 parents and their 10-24months old children participated in the adapted book sharing and video-feedback intervention. Parent, child and joint interaction behaviours are coded from videos of caregivers book sharing with their children. The coding scheme, based on the Ainsworth Sensitivity Scales, includes ratings of parent sensitivity, facilitations and intrusions, child attention, and reciprocity. Child social emotional outcomes are collected via the Brief Infant-Toddler Social Emotional Assessment (BITSEA). Parents are interviewed on programme completion. Preliminary findings suggest that parent-child reciprocity improves, and that parents are more sensitive and less intrusive. Further quantitative analysis is expected to provide some evidence of improved child social emotional outcomes and that these improvements are related to changes in parent-child interaction quality. Rapid qualitative framework analysis of parent interviews will explore parent perspectives on the impact of the programme on their relationships and interactions with their children, as well as any potential mediators through which improved parent behaviours and interaction quality may have promoted early social emotional development.

Group Authors

Eloise Stevens, Aiman Kamarudin, Dr Elizabeth Byrne, Emily Goodacre, Dr Christine O'Farrelly, Professor Paul Ramchandani

Authors

• Natalie Kirby, University of Cambridge
  Presenting Author

• Eloise Stevens, University of Cambridge

• Aiman Kamarudin, PEDAL

• Elizabeth Mary Byrne, University of Cambridge

• Emily Goodacre, University of Cambridge

• Christine M O'Farrelly, University of Cambridge

• Paul Ramchandani, University of Cambridge