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S H Landry

Publications and source records attributed to S H Landry.

38 records · Page 3Linked to original sources
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Low birth weight (LBW) infants' exploratory behavior at 12 and 24 months: effects of intraventricular hemorrhage and mothers' attention directing behaviors.

Medically high-risk (HR), low birth weight (LBW) preterm infants (n = 11) with significant degrees of intraventricular hemorrhage (IVH) were seen at 12 and 24 months of age. This HR group was compared with a low-risk (LR) LBW preterm group (n = 16) with respiratory distress syndrome or mild grades of IVH, and a normal full-term (FT) group (n = 12). Infants and their mothers were observed in a 10-min toy-centered play interaction to determine if more advanced exploratory play occurred in association with specific maternal attention-directing behaviors. Results showed that the FT infants were able to respond with advanced exploratory play to unstructured as well as structured strategies, but that higher level play for the LR infants was associated with structured strategies. The HR infants showed fewer play responses than the other two infant groups regardless of whether mothers used structured or unstructured strategies. All infant groups showed more exploratory play behavior in relation to mothers' maintaining versus redirecting behavior.

Attention↗
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Early maternal and child influences on children's later independent cognitive and social functioning.

The present study examined whether parenting and child characteristics of 2- and 3 1/2-year-old children had common paths of influence on their 4 1/2-year independent cognitive and social functioning. Structural equation modeling was guided by hypotheses that assumed children's later independence is facilitated by specialized parental support in early social interactions. To address the importance of variability in early development for understanding children's later independence, we included 104 term and 185 preterm children, as they are known to differ in early skills. As predicted, mothers' maintaining of children's interests indirectly supported 4 1/2-year cognitive and social independence through a direct, positive influence on 2- and 3 1/2-year skills. Directiveness positively supported children's early cognitive and responsiveness skills but by 3 1/2 years, high levels of this behavior had a direct, negative influence on their cognitive and social independence at 4 1/2 years. Whereas high levels of maintaining interests across these ages support later independence, directiveness needs to decrease in relation to children's increasing competencies. Results support a theoretical framework that emphasizes the importance of the social context for understanding the origins of children's later independent functioning.

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