The Effect of Mother-Child Bonding on Early Childhood Social-Emotional Development Rachael Lerner,1 Sheena Pierre,1,2 Jessica Buthmann,1 and Yoko Nomura, Ph.D. 1,2,3 1Department of Psychology, Queens College, City University of New York, 65-30 Kissena Blvd., Flushing NY 11367 2Macaulay Honors College, 35 W 67th St. New York, NY 10023 3Department of Psychiatry, Icahn School of Medicine at Mount Sinai, New York, NY, 10029 Abstract Results Objective: To assess the influence of the quality of mother-child bonding on children’s social-emotional functioning in early childhood (M=28.63 months). Method: Mothers (n=84) were administered the Parental Bonding Instrument (PBI) in order to assess mother-child bonding and the Bayley Scales of Infant and Toddler Development (Bayley III) in order to evaluate social-emotional development. Results: A significant effect was found of maternal overprotection (p=0.02) on male offspring social-emotional functioning, but interestingly, no such effect of maternal overprotection (p=0.28) on female offspring social-emotional functioning. Specifically, low maternal overprotection was associated with increased social-emotional functioning among males. No observable effect of maternal care on the social- emotional functioning of either males (p=0.49) or females (p=0.90) was found. Conclusion: Mother-child bonding specifically with regard to overprotection may influence male’s social-emotional development, more so than females. There was a significant effect of maternal overprotection (p=0.02) on male offspring social-emotional functioning, but interestingly, no such effect of maternal overprotection (p=0.28) on female offspring social-emotional functioning. Specifically, low maternal overprotection was associated with increased social-emotional functioning among males (M=9.78) as compared to females (M=11.29). There was no observable effect of maternal care on the social-emotional functioning of either males (p=0.49) or females (p=0.90). Aim & Background Aim: To investigate the impact of mother-child bonding on early childhood social- emotional functioning. Background: Current research supports the consensus that the impact of a positive mother-child relationship on a child’s social-emotional functioning is evident as children enter school.1 Moreover, previous research reveals that particularly males who exhibit insecure attachment to their mothers struggle with various aspects of social-emotional functioning in a school setting.2 Measures Sample Population: 84 women (n=84) receiving prenatal care were recruited to participate in a longitudinal birth cohort study (SIP Study, PI: Yoko Nomura). Participants are invited for annual follow-up assessments at Queens College as their children develop beginning at 18 months postpartum. Measures: The Parental Bonding Instrument (PBI), a self-report questionnaire, was administered to assess mother-child bonding at follow-up. The parent-report social emotional questionnaire of the Bayley Scales of Infant and Toddler Development (Bayley III) was administered to evaluate social-emotional development of the child. Data Analysis: The impact of mother-child bonding on children’s social-emotional development was tested using Univariate Analyses of Variance, adjusted for age of offspring. Mother-child bonding was categorized as either high or low parental care and overprotection. Discussion The present study reveals a significant effect of maternal-overprotection on male offspring’s social-emotional development. Parental bonding was measured in terms of care, how affectionate a mother is towards her child, and overprotection, how controlling a mother is over her child.3 Optimal parenting is defined as high care and low over-protection.3 Interestingly, maternal overprotection did not significantly affect females’ social-emotional functioning, and maternal care did not significantly affect males’ or females’ social-emotional functioning. The absence of a relationship between these two factors may be due to the small sample size and future research should evaluate these factors with a larger group. Results may aid in identifying high-risk children, specifically males, who can benefit from early intervention focusing on mother-child bonding, to support optimal social-emotional functioning. Acknowledgements: This work was supported in part by grants from the NIMH (K01-080062; R01MH102729, P.I. Yoko Nomura). Thank you to Mount Sinai Hospital and NYHQ’s Ob/Gyn and L&D staff. Thank you to the families who participated in this study. References 1Morrison, E. F., Rimm-Kauffman, S., & Pianta, R. C. (2003). A longitudinal study of mother–child interactions at school entry and social and academic outcomes in middle school. Journal of School Psychology, 41(3), 185-200. 2Cohn, D. A. (1990). Child-Mother Attachment of Six-Year-Olds and Social Competence at School. Child Development, 61(1), 152. 3Parker, G., Tupling, H. and Brown, L. B. (1979). A Parental Bonding Instrument. British Journal of Medical Psychology, 52: 1–10. Maternal Groups