1. 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, 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 (K ; 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),
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