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Pilot study of relationship between prenatal stress during the COVID-19 pandemic and social–emotional development of 12-month-old children: the mediation effects of home environment.
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- Author(s): Li, Jiayu; Zhai, Mengxi; Liu, Dan; Wei, Liqing; Liu, Xin; Wang, Qiwen; Yu, Bin; Yan, Hong
- Source:
European Child & Adolescent Psychiatry. Jun2024, Vol. 33 Issue 6, p1895-1905. 11p. - Source:
- Additional Information
- Subject Terms: CHILD development deviations -- Risk factors; BEHAVIOR disorders; SOCIAL disabilities; RISK assessment; PRENATAL exposure delayed effects; INFANT development; PILOT projects; PREGNANT women; AFFECTIVE disorders; HOME environment; LEARNING; DESCRIPTIVE statistics; INTERNALIZING behavior; BEHAVIOR disorders in children; PSYCHOLOGICAL stress; FACTOR analysis; EXTERNALIZING behavior; CONFIDENCE intervals; COVID-19 pandemic; DISEASE risk factors; CHILDREN; PREGNANCY
- Abstract: There is increasing evidence that prenatal stress elevates the risk of children's social–emotional development, but the mechanisms underlying this association are unclear. Home environment provides learning opportunities and stimulation required for children's early development and can be influenced by prenatal maternal stress. This study aimed to examine whether home environment can mediate the association between prenatal stress during the pandemic of coronavirus disease 2019 (COVID-19) and their offspring's social–emotional problems thereafter. A pilot sample was derived from 2020 to 2021 Maternal and Child Health Cohort study (N = 82) with the pregnant women recruited during the COVID-19 lockdown period in 2020. Prenatal stress was assessed using the Perceived Stress Scale. Home environment was measured using the Child Home Nurture Environment Scales. Mother-reported toddler social–emotional problems were assessed at 12 months of age. The mediation model was used for data analysis. The mean scores of social–emotional problems, which include externalizing, internalizing, dysregulation, and competence, were 10.98 (5.08), 14.72 (6.49), 15.15 (6.31), and 36.73 (10.26), respectively. Prenatal stress, home environment, and social–emotional problems were significantly related (P < 0.05). Home environment significantly mediated the association between prenatal stress and social–emotional problems with the indirect effect [95% CI] of 0.06 [0.01, 0.14] for externalizing behaviors, 0.10 [0.00, 0.24] for internalizing behaviors, − 0.15 [− 0.31, − 0.01] for competence, 0.08 [0.01, 0.17] and 0.08 [0.01, 0.21] for dysregulation. These findings suggest that prenatal stress may affect offspring's social–emotional problems through the home environment. Screening for prenatal stress and promoting supportive home environment may be potential strategies for social–emotional problems interventions in children. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of European Child & Adolescent Psychiatry is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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