RESUMO
Resumen El presente trabajo indaga sobre la influencia de la depresión posparto (DPP) materna en las características prosódicas del Habla Dirigida al Bebé (HDB) y las emisiones preverbales infantiles en diversos contextos de interacción madre-hijo/a. Participaron 40 madres y sus bebés entre 3 y 6 meses de edad. Las madres fueron evaluadas con la Escala de DPP de Edimburgo (Cox, Holden y Sagoysky, 1987) y las díadas madre-hijo fueron filmadas en sesiones de juego no estructurado; 27 madres no presentaron indicadores de DPP y 13, sí. Las madres con DPP emitieron menor cantidad de vocalizaciones que las del grupo control y presentaron menor intensidad media y máxima al hablarle a sus bebés de 5-6 meses y esto fue particularmente observable en bebés varones (p < .07). Además, estas madres usaron menos curvas descendentes al dirigirse a bebés más pequeños (3-4 meses) y curvas ascendentes y descendentes al dirigirse a sus hijos varones (p < .01). En los bebés -tanto en los de 5-6 meses como en varones- (con madres con DPP se observó menor producción de emisiones preverbales, aunque sin ser significativa. La DPP materna impactó en los bebés más pequeños observándose una disminución de la frecuencia fundamental (p < .01) y de las intensidades media y máxima, pero solo en bebés varones (p < .05). También se halló una ausencia de curvas con forma de U en los varones e hijos de madres con DPP (p < .05). Aparentemente, la DPP afecta el HDB materno, el que varía a nivel acústico y prosódico en función de la edad del bebé afectando las emisiones preverbales, siendo mayor el impacto en los varones.
Abstract The present work aims to study the influence of postpartum depression (PPD) on the acoustic and melodic characteristics present in the vocal interaction between the mother and her baby. We analyze acoustic qualities of the mother's voice when she is talking to her baby (Infant-Directed Speech) such as fundamental frequency (F0 maximum, medium and minimum values) and intensity (maximum, medium and minimum values). The changes of F0 during a vocalization (intonation contours such as rising, falling, bell-shape, U-shape and sinusoidal and flat contours) were also examined. The same prosodic parameters were investigated in regard to prelinguistic vocalizations. The mothers were healthy, primiparous and native speakers of argentinian spanish. The babies were 3 to 6 month old, and those with congenital diseases or diseases that could affect the assessment of the variables under consideration were excluded. We evaluated 40 dyads of mother and child who attend the University Hospital of Maternity and Neonatology of Córdoba, Argentina. The presence of indicators for PPD was examined through the Edinburgh postpartum depression Scale (Cox, Holden & Sagoysky, 1987). The mother-infant interactions were filmed in unstructured play sessions. The categorization of different contexts in which those interactions occur were taken into account for the acoustic and melodic analysis. The types of interactional contexts were distinguished according the classification made in Papousek, Papousek & Symmes (1991). The results showed that 27 mothers did not present indicators of PPD and 13 did. Acoustically, the infant-directed speech of mothers who exhibit the presence of postpartum depression indicators featured lower values of medium and maximum intensity (p < .07, in both measures) in babies between 5 and 6 months old, and in male babies in particular (F0 medium p < .04 and F0 maximum p < .03). According to the melodic characteristics of IDS, less use of falling contours (p < .01) was found in mothers with PPD when addressing smaller babies -3 and 4 month old- and the same happened with the rising (p < .02) and falling (p < .01) contours when their children were males. In preverbal vocalizations, children whose mothers had indicators of postpartum psychopathology showed a lower number of emissions at a later age (p < .1) and in males (p < .1). Also, lower values of F0 were found in smaller babies (F0 minimum p < .01 and F0 medium p < .002). Male infants of mothers with PPD also presented a decrease in intensity (medium p < .05 and maximum p < .03). Finally, at the melodic analysis, the rising contours were not used at all for the oldest babies (p < .01) nor the U-shaped contours in males (p < .02). In conclusion, the findings of the present study not only confirm -through physiological measures- the effect of the interaction of mothers with their babies as a function of the presence of signs of postpartum depression, already from the first months of childhood life, but also that these alterations are modulated by the age and the gender of the infant. It is essential, therefore, to continue investigating whether these difficulties related to the primary bond that each mom and her child share are perpetuated over time. It is also necessary to adopt a gender perspective of maternal and child relationships and the importance of therapeutic approach and intervention of the dyad as early as the first months after birth. At the same time, the exhaustive and immediate diagnosis of PPD cases is a matter of primary healthcare and the multidisciplinary intervention is urgent from the beginning in order to ensure maternal-infant metal health and harmonic social, cognitive and emotional development in children.
RESUMO
Este artículo establece relaciones entre el desarrollo cognitivo de 405 niños1 de 3, 4 y 5 años y sus contextos educativos en la modalidad Hogares Comunitarios del Instituto Colombiano de Bienestar Familiar (HC-ICBF). Desde el enfoque sistémico de U. Bronfenbrenner se establecen relaciones entre indicadores de desarrollo de los niños y los descriptores de los contextos educativos denominados HC - ICBF. Los indicadores se establecen a partir de niveles diferenciados de estrategias de inferencia en la resolución de un problema, anclado a prácticas culturales específicas. Estadísticas no paramétricas y análisis de correspondencia múltiples (ACM) permitieron establecer que el desarrollo cognitivo de los niños preescolares tiene relaciones significativas con las expectativas que el cuidador tiene respecto de la educación de los niños. Estos datos dialogan con perspectivas de la psicología del desarrollo que vinculan los procesos de construcción de conocimiento a contextos culturales específicos
This article links the cognitive development of 405 children between 3 and 5 years old and their educational contexts under the modality of Community Homes of the Colombian Institute of Family Wellbeing (HC-ICBF). The systemic approach of Bronfenbrenner University establishes relations between development indicators of children and the descriptors of educational contexts called HC-ICBF. Indicators are established based on differentiated levels of inference strategies for problem resolutions concerning specific cultural practices. Non-parametric statistics and multiple correspondence analysis helped to determine that cognitive development of pre-school children have significant relationships with the expectation the caregiver has about children's education. These data relate to the approaches to developmental psychology that associate the knowledge construction processes with specific cultural contexts
Assuntos
Humanos , Pré-Escolar , Desenvolvimento Infantil , Cognição , Educação , Relações Interpessoais , ColômbiaRESUMO
Este artículo relaciona el desarrollo cognitivo de 405 niños de 3, 4 y 5 años, que viven en sectores urbanos pobres de Cali y Santa Marta (Colombia), con dimensiones que describen sus contextos de interacción familiar. Como indicador de desarrollo se utilizaron las estrategias de clasificación que utilizan individualmente los niños en la resolución de un problema, y como descriptores de los contextos de interacción, el nivel de pobreza de la familia y las prácticas y expectativas de los padres. Los resultados muestran que el desarrollo cognitivo alto no se relaciona con el nivel de pobreza de la familia, como dimensión aislada, sino con niveles altos de prácticas de formación, entretenimiento, protección y regulación del comportamiento.
This article relates the cognitive development of 405 children aged 3, 4 and 5, living in urban poor in Cali and Santa Marta (Colombia), with dimensions that describe their contexts of family interaction. As an indicator of development were used strategies classification used in solving a problem, and as descriptors of contexts of interaction, the level of poverty, practices and parental expectations. The results show that cognitive development is not related to high poverty levels, as isolated dimension, but with high levels of practices training, entertainment, protection and regulation of behavior.