Glee in threes: Positive affect synchrony in parent-infant triads is moderated by maternal hair cortisol and parenting stress.

Background: Positive affect synchrony, or the reciprocal exchange of positive affect during free play, can scaffold infants' socioemotional development. However, parental stress may compromise the expression and exchange of positive affect within families. The current study assesses whether parenting stress and hair cortisol are associated with positive affect synchrony during a triadic play interaction.

Maternal prenatal social contact during the COVID-19 pandemic predicts infant birth weight.

Background: Social connectedness and mental health have been associated with infant birth weight, and both were compromised by the COVID-19 pandemic.

Aims: We sought to examine whether changes in maternal prenatal social contact due to the COVID-19 pandemic were associated with infant birth weight and if maternal prenatal mental health mediated this association.

Study Design: A longitudinal study of mothers and their infants born during the first wave of the COVID-19 pandemic.

Differences in infant negative affectivity during the COVID-19 pandemic.

This longitudinal study compared infant temperament rated at 3 months postpartum by 263 United-States-based women who gave birth during the COVID-19 pandemic and 72 who gave birth prior to the pandemic. All women completed questionnaires assessing perinatal mental health, social contact, and infant temperament. Mothers whose infants were born during the pandemic reported higher levels of infant negative affectivity as compared with mothers whose infants were born earlier (F(1, 324) = 18.

The birth of a story: Childbirth experiences, meaning-making, and postpartum adjustment.

The present study investigated how meaning-making around a birth experience predicts relationship quality and parenting stress across the transition to first-time parenthood, a time that many new parents find stressful and challenging. Childbirth experiences may set the stage for these challenges, and how new parents make meaning of childbirth could play a role in their subsequent postpartum adjustment. Meaning-making processes (sense making, benefit finding, and changes in identity) were coded from birth narratives collected from 77 mixed-sex biological parent dyads ( = 154 individuals) shortly after the birth of their first child.

Delivering alone in a pandemic: Anticipated changes to partner presence at birth are associated with prenatal distress.

Introduction: The COVID-19 pandemic has impacted individuals across the world, and in particular, dramatically affected the experience of pregnancy and childbirth for many expectant mothers. The transition to parenthood is a time of increased risk for mental health problems, and maternal prenatal stress is associated with long-term maternal and infant health implications. The current study explored whether COVID-19 related changes to mothers' childbirth plans and prenatal health care experiences during the first wave of pandemic lockdowns in the U.

Physical touch during father-infant interactions is associated with paternal oxytocin levels.

Introduction: Physical connection, particularly parent-to-infant touch, is critical for the well-being of infants and may support the development of the parent-infant bond. Physical touch has also been found to stimulate oxytocin levels. This study tested whether fathers' micro-coded touch behaviors during parent-child interaction predicted their subsequent oxytocin levels.

Mental health, neurodevelopmental, and family psychosocial profiles of children born very preterm at risk of an early-onset anxiety disorder.

Aim: To compare the mental health and neurodevelopmental profiles of school-age children born very preterm, with and without an anxiety disorder, and to identify neonatal medical, psychosocial, and concurrent neurodevelopmental correlates.

Method: A regional cohort of 102 (51 males, 51 females) children born very preterm (mean [SD] gestation at birth=28wks [2], range=23-31wks) was studied from birth to age 9 years alongside a comparison group of 109 (58 males, 51 females) children born at term (mean [SD] gestation at birth=40wks [1], range=38-41wks). At age 9 years, all children underwent a neurodevelopmental evaluation while parents were interviewed using the Development and Well-Being Assessment to diagnose a range of DSM-IV childhood psychiatric disorders.

Predicting School-Aged Cognitive Impairment in Children Born Very Preterm.

Background And Objectives: Children born very preterm (VPT) are at high risk of cognitive impairment that impacts their educational and social opportunities. This study examined the predictive accuracy of assessments at 2, 4, 6, and 9 years in identifying preterm children with cognitive impairment by 12 years.

Methods: We prospectively studied a regional cohort of 103 children born VPT (≤32 weeks' gestation) and 109 children born term from birth to corrected age 12 years.

Early executive function differences in infants born moderate-to-late preterm.

Individuals who are born very preterm (<32weeks gestation) show differential development of prefrontal cortex structure, function, and dependent behaviors, including executive function (EF) skills, beginning during late infancy and extending into adulthood. Preschool-aged children born moderate-to-late preterm (PT; 32-36weeks gestation) show smaller discrepancies in EF development, but it is unclear whether these differences first emerge during the early childhood years, when EF is rapidly developing, or if they arise from alterations in complex cognitive skills measurable in late infancy. In the current study, we examined whether differences in complex attention, memory, and inhibition skills (precursor skills to EF) are altered in healthy infants born moderate-to-late PT at 9-months corrected age.

Preschool self regulation predicts later mental health and educational achievement in very preterm and typically developing children.

Objective: To examine the extent to which preschool emotional and behavioral regulatory difficulties were associated with an increased risk of later mental health and educational problems. Of particular interest was whether early regulatory abilities contributed to later risk once baseline child behavioral adjustment and cognitive function were taken into account.

Method: Data were drawn from a prospective longitudinal study of 223 children born very preterm (VPT; <32 weeks gestation, n = 110) and full term (37-40 weeks gestation).

Hot executive function following moderate-to-late preterm birth: altered delay discounting at 4 years of age.

Interest in monitoring long-term neurodevelopmental outcomes of children born moderate-to-late preterm (32-36 weeks gestation) is increasing. Moderate-to-late preterm birth has a negative impact on academic achievement, which may relate to differential development of executive function (EF). Prior studies reporting deficits in EF in preterm children have almost exclusively assessed EF in affectively neutral contexts in high-risk preterm children (< 32 weeks gestation).