Caregiver–Infant Reciprocity Predicts the Development of Multiple Psychological Domains

BACKGROUND: It is hypothesized that different forms of reciprocity are related to each other (i.e., that there are significant correlations among the frequencies of emotionality, intentionality, physicality, caregiver and infant touch, caregiver-directed utterances to infant, infant gaze at caregiver, and maternal sensitivity to infant affect) within and across time. Early developmental changes in sensorimotor behavior, cognitive functioning, and language acquisition occur simultaneously (Clearfield, 2011).

Although motor behavior and language acquisition provide an opportunity to directly observe developing skills in infants, cognitive and perceptual processes may not be overtly observable but are required for movement and language (Libertus & Needham, 2010). Moreover, affective states and regulation influence sensation, perception, cognition, and behavior (Campbell et al., 2016). Because of this overlap in developmental trajectories in observable and unobservable processes, transitions from simple to more complex behavior (e.g., from crawling to walking as the dominant mode of locomotion) may provide crucial insights into the dynamic influence of interacting psychological domains during sensitive periods of development.

METHOD: In this descriptive retrospective analysis study, participants were 16 infant–mother dyads. Using a play lab at a university, the dyads were audio and video recorded as they interacted for an hour at a time when the infants were ages 8, 12, and 16 mo. Data analysis occurred across the reciprocity collaborative team (researchers and research assistants) process; the team included experimental psychology, clinical psychology, occupational therapy, and speech-language pathology professionals. Using Datavyu (Databrary, New York, NY), we coded the infant–maternal interactions and behaviors during the middle 20 min of the session using coding schemes measuring co-occupation, gross motor, vocalizations and communication, and synchrony.

RESULTS: Increased infant standing duration between ages 8 and 16 mo was related to increased duration of infant positive affect (ρ = .594, p = .015). Increased frequency of caregiver-directed utterances between ages 8 and 16 mo was related to increased frequency of reciprocal intentionality (ρ = .577, p = .031), reciprocal physicality (ρ = .568, p = .034), and infant gaze at caregiver (ρ =.625, p = .013) over this time. Increased frequency of caregiver touch between ages 8 and 16 mo was related to increased frequency of infant touch (ρ = .556, p = .025) over this time. Increased frequency of caregiver touch between ages 8 and 16 mo was related to increased duration of infant linguistic utterances over this time (ρ = .660, p = .005). Increased frequency of maternal sensitivity to infant affect between ages 8 and 16 mo was associated with increased duration of infant canonical utterances over this time (ρ = .532, p = .034).

CONCLUSION: Behavioral coding schemes captured expected developmental changes and were sensitive to caregiver and infant behavior across a range of salient domains. Reciprocity variables may be more stable over time than developmental variables, such that the quality and frequency of early caregiver–infant interactions may persist through toddlerhood.

IMPACT STATEMENT: Comparing developmental trajectories that are observable and unobservable across several months may aid in recognizing optimum timing of assessment and intervention for infants and toddlers at risk for or identified as having developmental disabilities. Interventions aimed at enhancing caregivers’ skills in these important reciprocal interactions and behaviors may have lasting effects.

References

Campbell, S. B., Denham, S. A., Howarth, G. Z., Jones, S. M., Whittaker, J. V., Williford, A. P., . . . Darling-Churchill, K. (2016). Commentary on the review of measures of early childhood social and emotional development: Conceptualization, critique, and recommendations. Journal of Applied Developmental Psychology, 45, 19–41. https://doi.org/10.1016/j.appdev.2016.01.008

Clearfield, M. W. (2011). Learning to walk changes infants’ social interactions. Infant Behavior and Development, 34, 15–25. https://doi.org/10.1016/j.infbeh.2010.04.008

Libertus, K., & Needham, A. (2010). Teach to reach: The effects of active vs. passive reaching experiences on action and perception. Vision Research, 50, 2750–2757. https://doi.org/10.1016/j.visres.2010.09.001