Associations and determinants of mother-infant quality of interactions in portuguese dyads from Azores

Soares, Helia; Fuertes, Marina; Pereira, Sandra; Barberi, Maria do Céu

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Authors

Soares, Helia

Fuertes, Marina

Pereira, Sandra

Barberi, Maria do Céu

Abstract(s)

Bowlby and many other developmental and family theorists stressed that early socialization is a bi-directional, reciprocal, relationship- based process between infant and caregiver (e.g., Brazelton, Koslowski, & Main, 1974; Bronfenbrenner, & Morris, 1998; Harrist, & Waugh, 2002; Bronfenbrenner, 2005). These first relational experiences affect infant development and maternal sensitivity during the first year of life, remaining the best single predictor of infant secure attachment across studies, despite the relatively small effect sizes (e.g., Wolff and van IJzendoorn, 1997). Therefore, we select a rural Portuguese community in Terceira (Azores Island) to investigate the association between mother-infant quality of interaction and infant development, and to identify the determinants of mother- infant quality of interaction. The sample included 86 healthy infants (each of 46 girls, 48 first born) and their mothers. At 11 months, infant development was assessed with Schedule of Growing Skills II (SGS II). To assess mother-infant quality of interaction, the dyads were observed in free play at 12 months using the Crittenden CARE-Index. Maternal sensitivity and infant cooperative behavior were correlated with SGS II global scores and sub-scales (except for Locomotor and Self-care Social). Infant interactive behavior, gestational age and milk feeding predicted maternal sensitivity. Infant cooperative behavior was determined by their number of siblings and mother interactive behavior. This study novelty remains in the fact that parents’ choice to feed their infant with bottle milk (cow´s milk) against medical advice predicted maternal sensitivity. This research presents individual, social and cultural explanations for mother-infant quality of interaction and suggest that early intervention practices may rely on systemic approaches and professionals should attempt to understand families’ traditions and their specific culture.