The unanticipated side effects of an attachment intervention: Parents ask higher quality questions.

Research suggests foster children are at risk for poor language skills. One intervention, attachment and biobehavioral catch-up (ABC), was shown to successfully improve not only young foster children's attachment to their parents, but also their receptive vocabulary skills (Bernard et al., 2017; Raby et al., 2019). Given that language acquisition is intricately linked to parents' sensitive interactions with their children, we ask whether the ABC intervention also improves the quality of parents' talk addressed to children. We test whether the ABC intervention results in more conversational turns between parents and their children. Crucially, we also look within these conversational turns, assessing the number and types of questions that parents ask children. Results suggest that parents who received the ABC intervention do not have more conversational turns or ask higher numbers of questions, compared to parents who received the control intervention. Rather, parents in the ABC group ask a higher proportion of child-led and restatement questions, and a lower proportion of parent-led and pedagogical questions, compared to the control. Additionally, the higher proportion of child-led questions were related to higher parental sensitivity scores. Together, these results suggest that an intervention originally designed to improve children's socioemotional outcomes had positive benefits for the quality of conversations between parents and children. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

What's in a distraction? The effect of parental cell phone use on parents' and children's question-asking.

Although questions fuel children's learning, adult cell phone use may preoccupy parents, affecting the frequency of questions parents and children ask and answer. We ask whether parental cell phone use will lead to a decrease in the number of questions children and parents ask one another while playing with a novel toy. Fifty-seven parent-child dyads (Mage = 48.72 months, SD = 6.53, 28 girls; 84.2% White) were randomly assigned to a cell phone, paper, or control condition. As children played with a novel toy with hidden functions, parents in the cell phone condition completed a survey about reading on their cell phone, while parents in the paper condition did it on paper. Parents in the control condition did not complete the survey. Results suggest that children asked fewer questions in the cell phone than in the control condition. However, no other condition differences emerged. Parents' information-seeking questioning, however, differed in all three conditions: they asked more in the control than in the cell phone and paper conditions and, critically, asked more in the paper than cell phone condition. Possible explanations and implications for parents' cell phone use are discussed. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Preschoolers Benefit Equally From Video Chat, Pseudo-Contingent Video, and Live Book Reading: Implications for Storytime During the Coronavirus Pandemic and Beyond.

During the unprecedented coronavirus disease (COVID-19) crisis, virtual education activities have become more prevalent than ever. One activity that many families have incorporated into their routines while at home is virtual storytime, with teachers, grandparents, and other remote adults reading books to children over video chat. The current study asks how dialogic reading over video chat compares to more traditional forms of book reading in promoting story comprehension and vocabulary learning. Fifty-eight 4-year-olds (M age = 52.7, SD = 4.04, 31 girls) were randomly assigned to one of three conditions (Video chat, Live, and Prerecorded). Across conditions, children were read the same narrative storybook by a female experimenter who used the same 10 scripted dialogic reading prompts during book reading. In the Video chat (n = 21) and Live conditions (n = 18), the experimenter gave the scripted prompts and interacted naturally and contingently, responding in a timely, relevant manner to children's behaviors. In the Prerecorded condition (n = 19), children viewed a video of an experimenter reading the book. The Prerecorded condition was pseudo-contingent; the reader posed questions and paused for a set period of time as if to wait for a child's response. After reading, children completed measures of vocabulary and comprehension. Results revealed no differences between conditions across six different outcome measures, suggesting that children comprehended and learned from the story similarly across book formats. Further, children in the three experimental conditions scored significantly higher on measures than children in a fourth condition (control) who had never read the book, confirming that children learned from the three different book formats. However, children were more responsive to the prompts in the Live and Video chat conditions than the Prerecorded condition, suggesting that children recognized that these interactions were contingent with their responses, a feature that was lacking in the Prerecorded condition. Results indicate that children can comprehend books over video chat, suggesting that this technology is a viable option for reading to children, especially during the current pandemic.

Children's Spontaneous Gestures Reflect Verbal Understanding of the Day/Night Cycle.

Understanding the day/night cycle requires integrating observations of the sky (an Earth-based perspective) with scientific models of the solar system (a space-based perspective). Yet children often fail to make the right connections and resort to non-scientific intuitions - for example, the Sun moving up and down - to explain what they observe. The present research explored whether children's gestures indicate their conceptual integration of Earth- and space-based perspectives. We coded the spontaneous gestures of 85 third-grade children in U.S. public schools (M age = 8.87 years) as they verbally explained the overall cause of the day/night cycle, the cause of sunrise, and the cause of sunset after receiving science instruction as part of a prior study. We focused on two kinds of gestures: those reflecting the Sun's motion across the sky and those reflecting the Earth's axial rotation. We found that participants were more likely to produce Earth rotation gestures for a topic they explained more accurately (the overall cause of the day/night cycle), whereas Sun motion gestures were more common for topics they explained less accurately (the causes of sunrise and sunset). Further, participants who produced rotation gestures tended to provide more accurate verbal explanations of the overall cause. We discuss how gestures could be used to measure - and possibly improve - children's conceptual understanding and why sunrise and sunset may be particularly difficult topics to learn.

Use of Antenatal Corticosteroid Therapy: A Descriptive Study of Clinical Practice Trends.

OBJECTIVES: Antenatal corticosteroids (ACS) received within 7 days of delivery reduce perinatal morbidity and mortality associated with preterm birth. We aimed to describe the trends of ACS administration over the last decade. METHODS: A cohort study of women who received ACS in 2006, 2011, and 2016 at the CHU de Québec-Université Laval was conducted. The indication, GA at ACS, and GA at birth, were collected in 150 women randomly selected in each studied year. Our main endpoints were the frequency of ACS administration within 7 days of delivery and between 48 hours and 7 days before delivery. RESULTS: We included 447 women who received ACS at a median GA of 31.4 (range 23.6-39.0) weeks. No women received ACS after 35 weeks in 2006 and 2011. The administration of ACS for indicated delivery between 35 and 39 weeks occurred only in the last study period. Among women for whom ACS was initiated before 35 weeks, 31% received ACS in the 7 days before delivery, and only 13% received ACS between 48 hours and 7 days before birth (varying from 12% to 16%, P = 0.57). Threatened preterm labour or short cervix were the indication for ACS initiation in 39% women who received ACS before 35 weeks, but less than 5% of these women delivered between 2 and 7 days and more than 90% delivered after 14 days. CONCLUSIONS: Administration of ACS remains suboptimal. Threatened preterm labour and short cervix are poorly related to optimal use of ACS therapy.