Study of Infant-Parent Attachment and Parental and Child Behavior during Parent-Toddler Storybook

(This study received initial funding from NCEDL, however it is being completed by Martha Cox. Email her for more information.)

Investigators: Martha Cox (martha_cox@unc.edu)

Project staff: Cynthia Frosch, Barbara Goldman

Research questions/structure: Longitudinal associations between infant-parent attachment and parental and toddler behavior during storybook interaction were examined for 131 lower-middle to middle class families (70 girls, 61 boys).

A growing body of literature suggests that parent-child storybook interactions have both cognitive and emotional benefits for young children and are an important social context for the development of literacy (Baker, 1999; Bus et al., 1995; DeLoache & DeMendoza, 1987; Neuman, 1996; Sonnenschein, Brody & Munsterman, 1996). Given these important benefits, identifying the predictors of quality storybook interactions has captured the attention of researchers from a variety of disciplines interested in early development.

Initial findings: At ages 12 and 15 months, infant-mother and infant-father dyads were videotaped in the laboratory-based Strange Situation procedure to assess attachment. At 24 months, dyads visited the laboratory and were videotaped during storybook interaction. Infants with a history of insecure-resistant attachment with their mothers were less enthusiastic and focused during storybook interaction.

Moreover, mothers of insecure-resistant infants were less warm and supportive, more hostile and intrusive, more detached and less stimulating of cognitive development than mothers of secure or avoidant infants.

Disorganized attachment did not predict the quality of storybook interaction and few attachment-related differences were found when the toddler-father dyad was considered. These findings highlight the importance of examining the linkages between early socio-emotional and cognitive development, particularly within the context of mother-child storybook interaction.

Our ability to communicate with parents and practitioners and ensure that children have the motivation and skills to become successful readers depends partly on our abilities to identify the family correlates of quality book-centered interactions well before children enter the classroom.