Infant Developmental Outcomes: Influence of Prenatal Maternal–Fetal Attachment, Adult Attachment, Maternal Well-Being, and Perinatal Loss

Abstract

Identification of prenatal characteristics that predict later infant development may afford opportunities for early intervention, potentially optimizing childhood development outcomes. The aim of the present study was to examine the effects of selected prenatal factors (maternal–fetal attachment, maternal adult attachment, maternal well-being, and previous perinatal loss) on later infant development. Pregnant women were recruited from two antenatal clinics at one tertiary hospital and asked to complete self-report questionnaires. The Bayley’s Scales of Infant and Toddler Development were then completed one to two years after their baby’s birth. Independent samples t-tests, correlational analyses, and multivariate linear regression models were conducted. Results from 40 dyads revealed that more favorable maternal–fetal attachment, more secure/less anxious maternal attachment, and higher maternal well-being predicted maternal reports of infant adaptive behavior regardless of previous perinatal loss. Infants of women without perinatal loss scored higher in external observer-rated cognitive development compared to infants of women with previous perinatal loss. While further research is required, findings indicate that a mother’s well-being and her relationship with her baby during pregnancy contributes to positive perceptions of her infant’s daily living skills. Supporting the parenting of women with perinatal loss is required to, in turn, promote optimal cognitive development in infants.

Simplified Attachable EEG Revealed Child Development Dependent Neurofeedback Brain Acute Activities in Comparison with Visual Numerical Discrimination Task and Resting

“…Since the enactment of the Developmental Disabilities Support Law in Japan in 2005, there has been increased attention paid to early diagnosis of developmental disabilities, developmental support within schools, and building support centers [ 50 ]. In 2012, the “Survey on Students with Special Educational Needs with Developmental Disabilities in Regular School Classes” conducted by the Ministry of Education, Culture, Sports, Science, and Technology, reported that 6.5% of students are estimated to have developmental disabilities, and the number has increased significantly over the past decade ( , accessed on 31 July 2022).…”