Made available in DSpace on 2016-06-02T19:46:04Z (GMT). No. of bitstreams: 1 2359.pdf: 1333601 bytes, checksum: b4596b8e9cd0eee7eec054d789340ba3 (MD5) Previous issue date: 2009-03-11 / Universidade Federal de Sao Carlos / Healthy infant development greatly depends on the quality of interactions between the children and their primary caregivers. In its turn, based on Bronfrenbrenner´s bioecological model, parental involvement is affected by the responsibilities and relationships that parents must attend to in various spheres of their lives, which can contribute to the intensification or distancing of the parent-child relationship. As such, it is hypothesized that the parents jobs can have a positive or negative influence on their children s development, depending on the frequency with which job-related demands interfere with their family involvement, generating insatisfaction and stress. The effect of such problems should be even more intense when occupational stress is extreme and chronic, leading to burnout. In view of the importance of identifying factors that can affect the quality of parental involvement, the overall objective of this study was to examine the relationships that exist among stress, burnout and parental involvement among mothers whose children attend preschool. In total, 56 working mothers were interviewed, whose children (between three and five years old) attended a public daycare for at least half days. Using instruments previously tested in other studies, measures were made of the frequency of demands in the family and work spheres and of conflicts between these demands, of the adequacy of various practical resources (support provided by their husband and other relatives) and psychological resources (work satisfaction, perception of the adequacy of their family role performance) to help them deal with these demands, and of the results of the stress process on the well-being of the mothers (stress and burnout symptoms) and on their involvement with the target child. Mothers who reported spending a greater number of hours on domestic chores had higher stress and burnout scores and made lower evaluations of the frequency of their involvement with the target child. In addition, on days with a heavy workload, the respondents reported that they had less frequent positive parenting interactions with their child, such as playing and conversing. With respect to stress and burnout, the regression analyses indicated that mothers who said that work demands interfered with their family life had lower job satisfaction at the same time that the more the mothers could allow family tasks to reduce work performance (without losing their jobs), the greater their job satisfaction. The greater the mothers job satisfaction (fewer extra demands and more flexibility) the lower their stress. Reinforcing this, mothers whose job demands interfered more frequently with their family life had less positive perceptions of the adequacy of their parental role performance and presented symptoms of burnout with a higher frequency. These results provide information that contributes to a better understanding of a critical phase in the life of working women, while their children are young, pointing to a need for a widening of the social support network of workers with children in this age group, and for the review of policies and worker s rights, so as to reduce the stress and burden felt by working parents and to promote more positive parenting involvements in the lives of their children. / O desenvolvimento infantil saudável depende significativamente da qualidade das interações entre a criança e seus cuidadores principais. Por sua vez, segundo o modelo bioecológico de Bronfenbrenner, o envolvimento parental é afetado pelas responsabilidades e relacionamentos que os pais mantêm nas diferentes esferas de suas vidas que podem contribuir para a estreitamento ou distanciamento da relação pai-filho. Assim, levanta-se a hipótese de que o trabalho dos pais pode influenciar positiva ou negativamente no desenvolvimento dos filhos, a depender da freqüência com a qual demandas na esfera profissional interfiram no envolvimento familiar, gerando insatisfações e estresse. O efeito destes problemas deveria ser ainda mais intenso quando o estresse ocupacional fosse extremo e crônico, levando ao burnout. Tendo em vista a importância de identificar fatores que podem afetar a qualidade do envolvimento parental, o objetivo geral desta pesquisa foi de examinar as relações entre estresse, burnout e envolvimento parental em mães trabalhadoras, cujos filhos freqüentam escolas infantis. Foram entrevistadas 56 trabalhadoras, mães de filhos de três a cinco anos que freqüentavam uma creche pública em pelo menos meio período. Utilizando instrumentos previamente testados em outros estudos, foram aferidas a freqüência das demandas nas esferas de trabalho e família e dos conflitos entre estas, a adequação de diferentes recursos práticos (apoio recebido do marido e familiares) e psicológicos (satisfação no trabalho, percepção da adequação do desempenho no papel familiar) para lidar com estas demandas e os resultados do processo de estresse para o bem-estar das mães (sintomas de estresse e burnout ) e no seu envolvimento com o filho alvo. Verificou-se que as mulheres que afirmavam dedicar mais horas às atividades domésticas atingiram mais altos escores de estresse e burnout e se avaliaram como estando menos envolvidas com seus filhos alvo. Além disso, em dias de carga de trabalho pesada, as respondentes disseram que interagiam menos com seus filhos em atividades relacionadas ao envolvimento parental positivo, como brincar e conversar. Em relação ao estresse e ao burnout, as análises de regressão apontaram que quanto mais freqüentemente as demandas no trabalho interferiam na vida familiar, menor a satisfação no trabalho, ao mesmo tempo em que mães que puderam deixar demandas familiares reduzirem seu desempenho no trabalho (sem perder o emprego) estavam mais satisfeitas no trabalho. Quanto maior a satisfação no trabalho (menos tarefas extras e maior flexibilidade), menores os escores de estresse. Reforçando isso, quanto mais freqüentes foram as demandas do âmbito profissional que interferiam na família, mais baixa a percepção da adequação do desempenho no papel familiar e mais freqüentes foram os sintomas de burnout. Estes resultados trazem informações que contribuem para uma melhor compreensão de uma fase crítica na vida de mulheres que trabalham enquanto seus filhos são pequenos, apontando para a necessidade de ampliação da rede de suporte social de trabalhadores que têm filhos nessa faixa etária, bem como a revisão de políticas e direitos trabalhistas, a fim de reduzir a sobrecarga e o estresse parental e para promover um envolvimento mais positivo na vida dos filhos.

Submitted by Maike Costa (maiksebas@gmail.com) on 2016-08-16T14:17:09Z No. of bitstreams: 1 arquivo total.pdf: 3410642 bytes, checksum: 841c67dbd66adfc644f39ae218a5f6ce (MD5) / Made available in DSpace on 2016-08-16T14:17:09Z (GMT). No. of bitstreams: 1 arquivo total.pdf: 3410642 bytes, checksum: 841c67dbd66adfc644f39ae218a5f6ce (MD5) Previous issue date: 2016-04-01 / The present study targeted at analyzing the niche of infant development inside the familial microsystem and in daycare centers, within a non-urban context. For such, we interviewed 30 mothers and 21 daycare center educators of children aged between 06 and 36 months old, from three non-urban contexts, based on sub-existence agriculture in the city of Petrolina-PE. As theoretical contribution, it was based on the ecocultural perspective of human development, consisting of a complex and dynamic process produced by the individual, and the physical, social, and cultural environment such as interactive systems which make the analysis of the context in which people live indispensable, for each culture and context, in particular, lead to different development processes. We highlight, in this research, the analysis of the niches of infant development in the familial and daycare center microsystems whose environments are comprehended as physical and social, the educational practices, and the parental ethno-theories, taking into account the influences that they have over the child’s development. As tools for this research, we used a socio-demographic questionnaire, a semi-structured interview plan, a structured interview with questions regarding the infant development niches in the familial and daycare center context, and unsystematic observations. The interviews were transcribed and submitted to the content theme analysis, including the material’s exploration and pre-analysis as well as the codification, by using descriptive words and phrases, taking into consideration the criteria for exhaustiveness, representativeness, homogeneity, and pertinence. Later on, the frequency of the mothers’ responses in each category and subcategory was realized, and the average percentage based on the total number of responses obtained in each one of them, calculated. Where the socialization goals are concerned, the responses were also discussed based on the categories as established by Harwood et al., aiming at the understanding of the cultural dimensions highlighted by the participants. Outcomes indicated that mothers, in the majority, show positive conceptions about the child’s development, characterizing them as active, intelligent, and caring, and consider healthcare, affection, and education as relevant factors for infant development; they get involved with ludic interactions toward their children and get concerned with domestic accidents; they use inductive practices in the children’s behavioral control; they set socialization goals turned to the autonomous-relational model and centered strategies as priorities; they expect their children to be able to contribute to society as of the practice of social values; they consider daycare centers as institutions that must promote formal education and the child’s behavioral control. The educators, in turn, pointed education and affection as the main aspects for infant development, built up as of interactive processes; they conceive childhood in a non-urban context as being exposed to danger, and going through affection and economic shortages, leading daycare centers to the duty of giving these children basic needs, stimulating their development, and controlling their behavior. Moreover, they highlight the necessity of a greater partnership between the family and daycare center; they hope the children to achieve socialization goals and societal contributions related to social expectations, followed by autonomy, centralizing the strategies for the achievement of such goals. Results turn out to be discussed as of characteristics of the participants’ eco-cultural context, and considerations by Psychology authors of infant Development. / el presente estudio objetivó analizar el nicho de desarrollo infantil, en el microsistema familiar y de la guardería, en contexto no urbano. Para tanto, fueron entrevistadas 30 madres y 21 educadoras de guarderías, de niños en edades entre 06 y 36 meses, de tres contextos no urbanos, basados en la agricultura de subsistencia, del municipio de Petrolina-PE. Como aporte teórico, se usó como base la perspectiva ecocultural del desarrollo humano, que lo comprende como un proceso complejo y dinámico, producido por el individuo y por el medio físico, social y cultural, como sistemas interactivos, que tornan indispensable el análisis del contexto en que viven las personas, pues, cada cultura y contexto en particular conducen a diferentes procesos de desarrollo. Se destacan, en este estudio, el análisis de los nichos de desarrollo infantil en los microsistemas familiar y guardería, comprendidos como ambiente físico y social, además de las prácticas de educación y las etnoteorías parentales, teniendo en vista las influencias que ejercen sobre el desarrollo del niño. Como instrumentos, fueron utilizados un cuestionario sociodemográfico, una guía de entrevista semiestructurada, una entrevista estructurada con cuestiones relativas a los nichos de desarrollo infantil en el contexto de la familia y de la guardería, y observaciones asistemáticas. Las entrevistas fueron transcritas y sometidas al análisis temático de contenido, comprendiendo la exploración y la pre análisis del material, así como la codificación mediante el uso de palabras y frases descriptoras, considerando los criterios de exhaustividad, representatividad, homogeneidad y pertenencia. Posteriormente, fue realizada la frecuencia de respuestas de las madres en cada categoría y subcategoría y calculado el porcentual medio con base en el número total de respuestas obtenidas en cada una de ellas. En lo que se refiere a las metas de socialización, las respuestas también fueron discutidas con base en las categorías establecidas por Harwood et al., con el fin de comprender las dimensiones culturales enfatizadas por los participantes. Los resultados apuntaron que las madres, en su mayoría, presentan concepciones positivas sobre el desarrollo de los niños, caracterizándolos como activos, inteligentes y cariñosos y consideran los cuidados con salud, afectividad y educación como factores relevantes para el desarrollo infantil; se involucran en interacciones lúdicas con los hijos y se preocupan con accidentes domésticos; usan las prácticas inductivas en el control del comportamiento de los niños; priorizaron metas de socialización dirigidas para el modelo autónomo-relacional y estrategias centradas en sí y en el contexto en que viven; esperan que los hijos puedan contribuir para la sociedad a partir de la práctica de valores sociales; y consideran la guardería como institución que debe promover la educación formal y el control del comportamiento del niño. En relación a las educadoras, estas apuntan la educación y la afectividad como principales aspectos para el desarrollo infantil, construidos a partir de procesos interactivos; conciben la infancia en el contexto no urbano como expuesta al peligro y carente, afectiva y económicamente, teniendo la guardería y el educador las funciones de suplir las necesidades básicas de esos niños, estimular su desarrollo y controlar el comportamiento. Además, destacan la necesidad de mayor acompañamiento entre familia y guardería; anhelan para los niños metas de socialización y contribuciones para la sociedad relacionadas a las expectativas sociales, seguidas de la autonomía, centralizando en sí las estrategias para el alcance de esas metas. Esos resultados son discutidos a partir de las características del contexto ecocultural de los participantes y de las consideraciones de autores de la Psicología del Desarrollo Infantil. / O presente estudo objetivou analisar o nicho de desenvolvimento infantil, no microssistema familiar e da creche, em contexto não urbano. Para tanto, foram entrevistadas 30 mães e 21 educadoras de creches, de crianças na faixa etária entre 06 e 36 meses, de três contextos não urbanos, baseados na agricultura de subsistência, do município de Petrolina-PE. Como aporte teórico, baseou-se na perspectiva ecocultural do desenvolvimento humano, que o compreende como um processo complexo e dinâmico, produzido pelo indivíduo e pelo meio físico, social e cultural, como sistemas interativos, que tornam indispensável a análise do contexto em que vivem as pessoas, pois, cada cultura e contexto em particular conduzem a diferentes processos de desenvolvimento. Destacam-se, neste estudo, a análise dos nichos de desenvolvimento infantil nos microssistemas familiar e creche, compreendidos como ambiente físico e social, além das práticas de educação e as etnoteorias parentais, tendo em vista as influências que exercem sobre o desenvolvimento da criança. Como instrumentos, foram utilizados um questionário sociodemográfico, um roteiro de entrevista semiestruturada, uma entrevista estruturada com questões relativas aos nichos de desenvolvimento infantil no contexto da família e da creche, como também observações assistemáticas. As entrevistas foram transcritas e submetidas à análise temática de conteúdo, compreendendo a exploração e a pré-análise do material, assim como a codificação mediante o uso de palavras e frases descritoras, considerando os critérios de exaustividade, representatividade, homogeneidade e pertinência. Posteriormente, foi realizada a frequência de respostas das mães em cada categoria e subcategoria e calculado o percentual médio com base no número total de respostas obtidas em cada uma delas. No que se refere às metas de socialização, as respostas também foram discutidas com base nas categorias estabelecidas por Harwood et al., com o intuito de compreender as dimensões culturais enfatizadas pelos participantes. Os resultados apontaram que as mães, em sua maioria, apresentam concepções positivas sobre o desenvolvimento da criança, caracterizando-as como ativas, inteligentes e carinhosas e consideram os cuidados com saúde, afetividade e educação como fatores relevantes para o desenvolvimento infantil; envolvem-se em interações lúdicas com os filhos e preocupam-se com acidentes domésticos; usam as práticas indutivas no controle do comportamento das crianças; priorizaram metas de socialização voltadas para o modelo autônomo-relacional e estratégias centradas em si e no contexto em que vivem; esperam que os filhos possam contribuir para a sociedade a partir da prática de valores sociais; e consideram a creche como instituição que deve promover a educação formal e o controle do comportamento da criança. Em relação às educadoras, estas apontam a educação e a afetividade como principais aspectos para o desenvolvimento infantil, construídos a partir de processos interativos; concebem a infância no contexto não urbano como exposta ao perigo e carente, tanto afetiva quanto economicamente, tendo a creche e o educador as funções de suprir as necessidades básicas dessas crianças, estimular seu desenvolvimento e controlar o comportamento. Além disso, destacam a necessidade de maior parceria entre família e creche; almejam para as crianças metas de socialização e contribuições para a sociedade relacionadas às expectativas sociais, seguidas da autonomia, centralizando em si as estratégias para o alcance dessas metas. Esses resultados são discutidos a partir das características do contexto ecocultural dos participantes e das considerações de autores da Psicologia do Desenvolvimento Infantil.

A idade gestacional é uma medida importante, pois quando o bebê nasce antes da 37ª semana há riscos para alterações do desenvolvimento. A relação dos bebês com pais fornece base para o desenvolvimento dos padrões de autorregulação, para o aumento da sensibilidade materna, e para o desenvolvimento do apego. Permeando a hipótese de que, a idade gestacional pode influenciar no desenvolvimento infantil, o objetivo do estudo foi verificar a influência da idade gestacional nas habilidades do desenvolvimento infantil (motora grossa, motora fina-adaptativa, pessoal-social e de linguagem) e a qualidade da interação na díade mãe-bebê, ao longo do primeiro ano de vida (três, nove e 12 meses). Cumpriram-se os princípios éticos. Participaram do estudo 28 díades mãe-bebê, com crianças nascidas entre a 32ª a 40ª semana de gestação, recrutadas ao nascimento. Aos três meses os familiares foram contatados para a primeira avaliação, que constou da aplicação do protocolo de anamnese, aplicação do procedimento Face to Face Still-Face (FFSF) e do Teste de Screnning de Desenvolvimento Denver II (TSDD-II). Aos nove meses repetiu-se a aplicação do FFSF, TSDD-II e foi verificada a qualidade da interação por meio do Child-Adult Relationship Experimental Index (CARE-Index). Aos 12 meses repetiu-se a medida do desenvolvimento TSDD-II e foi aplicada o paradigma laboratorial da Situação Estranha (SE). O tratamento estatístico constou de análise descritiva e aplicação do Teste de Correlação de Spearman, Teste exato de Fischer, Teste de Mann-Whitney e Teste Anova de Medições Repetidas. Os resultados indicaram influência da idade gestacional nas habilidades do desenvolvimento infantil (motora grossa, motora finaadaptativa, pessoal-social e de linguagem), aos três, nove e doze meses, com valor maior nível de significância aos três meses. A qualidade da interação avaliada por meio do CARE-index, indicou predomínio de mães com alto nível de sensibilidade (81,82%). Os padrões de autorregulação avaliados por meio do procedimento FFSF indicaram que 57,14% da casuística apresentaram orientação social não positiva e 42,86% orientação social positiva aos três e aos nove meses 78,57% orientação social não positiva e 21,43% orientação social positiva. O padrão de Apego, avaliado pela SE, verificou apego inseguro para 60,71% e apego seguro em 39,29% da casuística. / Gestational age is an important baseline because when the infant is born before the 37th week there are risks for developmental changes. The relationship between infants and parents provides a basis for the development of self-regulation standards, for the increase of maternal sensitivity, and for the development of attachment. Permeating the hypothesis that gestational age may influence infant development, this study aimed to verify the influence of gestational age on infants developmental skills (gross motor, fine-adaptive motor, personal-social and language), and the quality of gestational age of the mother-infant dyad interaction during the first year of life (three, nine and 12 months). Ethical principles were fulfilled. The study included 28 mother-infant dyads, with children born between the 32nd and 40th weeks of gestation, recruited at birth. At three months old the family members were contacted for the first evaluation, which included the application of the protocol of anamnesis, application of the Face to Face Still-Face (FFSF) procedure and the Denver Development Screening Test II (DDST-II). At nine months the FFSF, DDST-II was repeated and the quality of the interaction was verified through the Child-Adult Relationship Experimental Index (CARE-Index). At 12 months the DDST-II development measurement was repeated and the laboratory paradigm of the Strange Situation (SE) was applied. The statistical treatment consisted of descriptive analysis and application of Spearman\'s Correlation Test, Fischer\'s Exact Test, Mann-Whitney Test and Repeated Measures Anova Tests. The results indicated the influence of gestational age on infant\'s developmental abilities (gross motor, fine-adaptive motor, personal-social and language) at three, nine and twelve months, with a higher level of significance at three months old. The quality of the interaction evaluated through CARE-index, indicated predominance of mothers with a high level of sensitivity (81.82%). Self-regulation standards assessed through the FFSF procedure indicated that 57.14% of the case analysis had non-positive social guidance and 42.86% had positive social guidance at three, and at nine months 78.57% non-positive social guidance and 21.43% positive social orientation. The Attachment pattern, evaluated by the SE, found unsafe attachment to 60.71% and Secure attachment in 39,29% of the cases analysis.

Orientadores: Maria Valeriana Leme de Moura-Ribeiro, Vanda Maria Gimenes Gonçalves / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Ciencias Medicas / Made available in DSpace on 2018-08-13T01:04:01Z (GMT). No. of bitstreams: 1 Goto_MauraMikieFukujima_D.pdf: 2655677 bytes, checksum: a6211b2d1e84c6f7b12224b3506f1e05 (MD5) Previous issue date: 2009 / Resumo: A desnutrição intra-uterina tem sido associada à morbidade neurológica em longo prazo, sendo o lactente nascido pequeno para a idade gestacional um modelo de estudo para essa situação. O presente estudo teve por objetivo avaliar e comparar os indicadores do neurodesenvolvimento segundo as Escalas Bayley do Desenvolvimento Infantil, no primeiro ano de vida, entre lactentes nascidos a termo pequenos para a idade gestacional e lactentes nascidos com peso adequado. Foram selecionados 125 neonatos no Centro de Atenção Integral à Saúde da Mulher da UNICAMP, obedecendo aos critérios de inclusão: neonatos cujos pais ou responsáveis legais que assinaram o Termo de Consentimento Informado; que não necessitaram de cuidados especiais; com idade gestacional entre 37 e 41 semanas; com avaliação no 1º, 2º, 3º e 6º, 9º e 12º meses. Foram excluídos neonatos com infecção congênita, malformações diagnosticadas no período neonatal e aqueles resultantes de gestação múltipla. A casuística, composta por 95 lactentes que compareceram para pelo menos uma avaliação programada no 1º ano de vida, foi dividida em dois grupos de acordo com a adequação peso/idade gestacional: grupo PIG, constituído por 33 lactentes com peso ao nascimento abaixo do percentil 10 e grupo AIG por 62 lactentes com peso entre o percentil 10 e 90 da curva de crescimento fetal de Battaglia e Lubchenco (1967). Foram utilizadas as Escalas Bayley de Desenvolvimento Infantil II (1993), aplicadas no 1º, 2º, 3º, 6º, 9º e 12º meses de vida, no Laboratório de Estudos do Desenvolvimento Infantil I. Para a análise de resultados, a casuística do grupo PIG foi reagrupada de acordo com a proporcionalidade corporal ao nascimento em: PIG com crescimento intra-uterino simétrico (PIG-S) e PIG com crescimento intra-uterino assimétrico (PIG-A). Os grupos não apresentaram diferenças na performance nas escalas mental e motora quando classificados em inadequados (Index Score < 85) (IS) e adequados (IS = 85). O grupo PIG apresentou pontuações menores de IS na escala mental nas avaliações do primeiro semestre, sendo que esses resultados foram influenciados pelo grupo PIG-S. No entanto, não houve diferenças estatisticamente significativas em nenhum dos meses analisados. Na escala motora, o grupo PIG apresentou médias menores no 2º e no 12º meses (p = 0,008 e 0,046 Teste Mann-Whitney, respectivamente); e o grupo PIG-S no 2º mês (p = 0,016 Teste Kruskal Wallis). Considerando-se a Escala de Classificação do Comportamento (ECC), observou-se risco de associação à performance inadequada 5,19 vezes maior no grupo PIG (IC95%: 1,03-29,12) no 2º mês de vida. Quando classificados pela proporcionalidade corporal ao nascimento, observou-se risco de associação à performance inadequada 8,39 vezes maior no grupo PIG-S (IC95%: 1,53-57,40) no 2º mês e risco 22,0 vezes maior no grupo PIG-A no 3º mês na ECC. Considerando o perímetro craniano ao nascimento, o lactente nascido com microcefalia apresentou maior proporção com performance inadequada no 1º mês de vida (p = 0,011 Teste Exato de Fisher). Não foram observadas associações na análise univariada considerando-se a associação entre as variáveis biológicas e as relacionadas às condições sócio-demográficas com as performances mental e motora nos meses analisados. No estudo evolutivo comparando-se os resultados obtidos no primeiro semestre e no 9º mês com os resultados do 12º mês observou-se que, em grande proporção, os lactentes que apresentaram performance inadequada nas primeiras três avaliações apresentaram recuperação no 12º mês; os lactentes com performance inadequada no 6º e no 9º mês mantiveram-se inadequados no 12º mês / Abstract: Intrauterine malnutrition has been associated to long-term neurological morbidity and the small for gestational age infant is considered as a model for study this propose. The objective of this study was to evaluate the neurodevelopmental indicators according to Bayley Scales of Infant Development of full-term small-for-gestational age (SGA) infants compared with those born appropriate for gestational age (AGA), in the first year of life. The research design was a prospective study of two cohorts, one of full-term SGA group and other of control AGA group; with cross-sectional data analysis. A hundred and twenty five full-term neonates were selected at Neonatology Service in the Center of Integral Attention to the Woman's Health (CAISM) of the University of Campinas (UNICAMP), São Paulo, Brazil. Ethical permission was obtained from the Research Ethics Committee of the Medical Faculty of UNICAMP and the parents also gave the fully informed consent. They were selected on the following criteria: subjects living in the metropolitan area of Campinas; neonates considered in good health for going home within 2 days after birth; gestational age categorized as full-term (37-41 weeks) by Capurro postnatal method; expected birth weight for determined gestational age by Battaglia and Lubchenco method; birth weight less than the 10th percentile for the SGA group and between the 10th and the 90th percentile for the AGA group. Genetic syndromes, multiple congenital malformations and verified congenital infections (syphilis, toxoplasmosis, rubella, citomegalovirus, herpes) were excluded. The SGA group infants were classified according to body proportionality as symmetric SGA (S-SGA) and asymmetric SGA (A-SGA) for data analysis. All children were scheduled for developmental evaluation by the Bayley Scales of Infant Development II (Bayley, 1993) and two professionals who were unaware of the classification of the neonate's group performed the assessments of the infants, in the presence of their mothers, at 1, 2, 3, 6, 9 and 12 months of age. The infant's score for each item was registered in the Mental and Motor Scale Record Form. A total of 95 infants were performed. No differences were observed in Mental and Motor Scales performance, when classified as adequate (IS = 85) or inadequate (IS < 85). In the Mental Scale, means comparison between the groups showed no statistical differences. Considering the Motor Scale the SGA group showed lower IS means in the 2nd and in the 12th months (p = 0,008 and 0,046, respectively, Mann-Whitney test) and the S-SGA group in the 2hd month of age (p = 0,016 Kruskal Wallis test). Considering the Behavior Rating Scale, the inadequate performance were associated in the 2nd month of life, 5,19 times in higher proportion to SGA group (IC95%: 1,03-29,12) and 8,89 times to S-SGA group (IC95%: 1,53-57,40). In the 3rd month of age, was 22,0 times in higher proportion to A-SGA infants. Considering the occipitofrontal circumference at birth, the microcephalic born infants demonstrated association with inadequate performance in higher proportion in the 1st month of life (p = 0,011 Exact Fisher test) in the Mental Scale. Analyzing the relationship between biologic and socio-demographic variables using the univariate analysis, there was no association with theses variables and mental and motor performances in any month of the first year of life / Doutorado / Neurologia / Doutor em Ciências Médicas

Introdução: A participação da enfermagem na puericultura ocorre desde 1925, quando os educadores sanitários passaram a atuar nos centros de saúde. Todavia, o enfermeiro exerceu suas atividades durante muitos anos na Atenção Básica focado no atendimento e nas prioridades dos processos físicos, nas doenças e na prática curativista e preventivista. Atualmente, sobretudo em decorrência da Estratégia Saúde da Família, o enfermeiro dispõe de abertura para realizar consultas, grupos educativos e visitas domiciliares a gestantes e crianças. Entretanto, apesar dessas oportunidades assistenciais, esses espaços não têm sido ocupados da melhor maneira dado que, muitas vezes, os profissionais não possuem formação direcionada para as carências da população, pois os currículos enfatizam majoritariamente os aspectos patológicos. As Diretrizes Curriculares Nacionais ressaltam a necessidade e o dever, por parte das Instituições de Ensino Superior, de formar profissionais de saúde voltados para todos os níveis de atendimento. Objetivo: Identificar as experiências de ensino de Desenvolvimento Infantil saudável nos cursos de graduação e pós-graduação em Enfermagem. Método: Foi feita uma Revisão Sistemática Qualitativa, seguindo-se as recomendações metodológicas do Instituto Joanna Briggs (JBI). A estratégia de busca utilizada para a revisão concentrou-se em identificar estudos publicados em dez bases de dados/portais com recorte temporal até junho de 2013. O maior número de estudos foi verificado no período de 2000 a 2012, obtendo-se uma somatória de 60% da amostra, o que significa que os estudos são atuais e podem estar relacionados com as evidências das neurociências. Os descritores foram adaptados para atender às especificidades de cada base de dado/portal. Resultados: A metodologia acima descrita permitiu que fossem resgatados da literatura científica 694 estudos, cujos resumos foram analisados e, aplicando-se os critérios de exclusão, chegou-se a um conjunto de 52 trabalhos integralmente lidos. A seleção final contou com 25 estudos, sendo 12 deles nacionais, os quais foram analisados a partir de uma experiência exitosa de promoção do DI que envolveu universidades em municípios paulistas, como referência de boas práticas, considerando-se as evidências recentes da neurociência e epigenética. Constatou-se que o puerpério foi abordado somente em três estudos, mas, ainda assim, restringiu-se à dimensão física, aos cuidados de higiene, à alimentação e ao aleitamento materno. A abordagem da puericultura ampliada estava presente em todos os estudos. Os aspectos familiares, sociais, emocionais foram citados. Quanto à presença do Desenvolvimento Infantil na relação com a Educação Infantil em creches, 12 estudos contemplavam esse aspecto, todavia, com abordagem fragmentada. No que tange aos espaços lúdicos, foram considerados em 14 estudos, porém os aspectos se relacionavam com a facilitação do acesso ao brinquedo para crianças em diferentes situações sociais, estímulo ao lazer e cultura. Por fim, a abordagem de grupos com famílias estava presentes em 20 estudos, os quais vão além do simples envolvimento dos pais com os cuidados das crianças. Conclusão: O ensino de Desenvolvimento Infantil saudável ultrapassa o formato de ensino tradicional, de caráter conteudista. A maioria dos estudos apontou que a melhor forma de ensinar é por meio de técnicas criativas e inovadoras, desenvolvendo competência dos discentes e envolvendo-os. / Introduction: The participation of Nursing in the childrens care has occurred since 1925 when the sanitary educators began to labor in Health centers. However, nurses have worked for many years in services focused mainly on the service and the priorities of physical processes, diseases and healing and preventive practices. Nowadays, mainly stemming from Family Health Strategy the Nurse has reached the right to consult to educative groups and home visits to pregnant women and children. Despite those opportunities of assistance such spaces have not been occupied of the best way once, many times, the professionals do not own the proper educational background addressed to the needs of the population, for, the syllabuses emphasize mainly the pathological aspects. The National Syllabuses Guides highlight the need and the duty of the Colleges to form professionals of the health field capable of working in different and variable levels of service. Aim: This study seeks to identify the experiences of the teaching of healthy childrens development in the undergraduate and postgraduate courses in Nursing. Method: It has been carried out a Systematic and Qualitative Revision by following the methodological recommendations of Joana Briggs Institute (JBI). The searching method used for such revision concentrated on identifying studies published in 10 data basis up to June 2013. The majority number of studies verified from 2000 to 2012 obtaining a sum of 60% of the samples, which means that the studies are recent and can be related to the neuroscience evidences. The descriptors have been adapted to service the features of each data base. Results: The methodology described above allowed the rescue of 694 studies from the scientific literature whose summaries have been analyzed and, after applying the exclusion criteria, we have reached a set of 52 works fully read. The final selection brought 25 studies, 12 of which are national, and have been analyzed successfully through a thriving experience of promoting the infantile development which involved Colleges in cities of São Paulo state as a reference of good practices, considering the neuroscience and epigenetic evidences. It has been shown that the childrens development has been portrayed in three studies, but, even so, it got restricted to the physical dimension, to the hygienic care, to food and mother milking. The wide approach of infantile development has been made present in every study. The familiar, social and emotional aspects have also been cited. So as to the presence of infantile development in relation to education in childrens schools, 12 studies brought up this issue, though on a fragmented view. In relation to ludic spaces they have been mentioned in 14 studies, although concerning aspects such as: the easy access to the plays by the children in different social settings; stimuli to leisure and culture. At the end, the approach concerning groups and families have been present in 20 studies, which go far beyond the mere involvement with the parents and the childrens care. Conclusion: The teaching of healthy infantile development goes far beyond the format of the traditional teaching. The majority of studies have pointed out that the best way to teach is through creative and innovative practices techniques by developing and involving the competence of the teachers

Les variations entre les nourrissons quant à la vitesse à laquelle ils atteignent l'indépendance nutritionnelle affectent les trajectoires de développement des nourrissons et entraînent des différences entre les femelles au niveau de la performance reproductive. Le moment des transitions alimentaires, notamment l'âge auquel les nourrissons commencent à consommer des aliments solides et l'âge du sevrage (c'est-à-dire le dernier allaitement avec transfert de lait), est difficile à déterminer par l'observation chez les primates sauvages. Il est difficile de distinguer le moment où les nourrissons se livrent à une mise en bouche exploratoire de celui où ils ingèrent réellement des aliments solides, et de déterminer si les contacts observés avec les mamelons reflètent une lactation continue, car les petits sevrés peuvent s'allaiter de confort (sans transfert de lait). Les isotopes stables de carbone et d'azote (δ13C, δ15N, %N) dans les fèces ou les poils peuvent être utilisés pour déterminer les transitions alimentaires. Alors que les isotopes stables fécaux sont sensibles à l'échantillonnage occasionnel d'aliments solides et montrent une forte variation quotidienne, les isotopes stables des poils montrent un amalgame de l'apport alimentaire sur quelques mois. Pour atténuer les limites des isotopes stables fécaux et de l'observation, j'ai appliqué des analyses δ13C, δ15N, %N à la kératine des fils de poils (0-7 ans, N = 169 échantillons de poils) collectés auprès de mères et de nourrissons chimpanzés sauvages (Pan troglodytes) à Ngogo, en Ouganda. En 2013-2014 et 2018, les poils ont été collectés de manière non invasive lorsqu'ils se collaient aux excréments, ou sur le sol après que les mères et les nourrissons se soient toilettés ou reposés. Premièrement, mon objectif était d'utiliser une combinaison de techniques visuelles (longueur et diamètre des fils de poils), associées à des isotopes stables des poils pour distinguer les fils de poils maternels des fils de poils infantiles. Deuxièmement, mon objectif était de déterminer l'âge précis auquel la contribution relative de la nourriture solide l'emporte sur la contribution relative du lait dans le régime alimentaire des bébés chimpanzés sauvages afin de suivre les processus d'alimentation transitoire et de sevrage. Les mèches de cheveux du nourrisson n'ont pas pu être distinguées des mèches de cheveux de la mère en utilisant uniquement des techniques visuelles. Les longueurs (cm) et les diamètres (μm) des poils de la mère et du nourrisson ne présentaient pas de différences suffisamment importantes et cohérentes pour pouvoir être utilisées seules pour distinguer les poils. Cependant, les poils des mères et des nourrissons se sont avérés plus fins et plus courts que ceux des mâles adultes (~20 μm de moins pour les nourrissons). Pour évaluer les limites des isotopes stables fécaux et de l'observation, des analyses δ13C, δ15N, %N ont été appliquées à la kératine de mèches de cheveux (0-7 ans, N = 169 échantillons de cheveux) collectées auprès de mères et de nourrissons chimpanzés sauvages (Pan troglodytes) à Ngogo, en Ouganda. Les nourrissons ≤ 2 ans présentaient le plus grand rapport d'isotopes stables de carbone et d'azote (δ13C et δ15N). Les nourrissons âgés de 1.5 à 2 ans présentaient des ratios moyens de δ13C (-22,2 permil, ‰) et de δ15N (9,2‰) supérieurs à ceux des nourrissons ≤ 1.5 ans (valeur moyenne de δ13C de -23,2‰, valeur moyenne de δ15N de 8,6‰). Cela indique que les nourrissons ≤ 2 ans avaient un régime alimentaire global dominé par le lait maternel et consommaient moins d'aliments végétaux solides par rapport aux nourrissons plus âgés (δ13C de -23.8 ‰, δ15N de 7.4 ‰). Le changement dans les rapports δ13C une fois que les nourrissons ont dépassé 2 ans a suggéré que les nourrissons ont incorporé une plus grande quantité d'aliments solides dans leur régime alimentaire vers cet âge, ce qui pourrait être le moment où le processus de sevrage a commencé. Nous n'avons pas pu évaluer l'âge de la fin du sevrage, et nous aurons besoin à l'avenir de plus d'échantillons de poils de nourrissons plus âgés pour établir quand le sevrage se termine chez les chimpanzés. Cette étude peut être utilisée dans les évaluations futures des régimes alimentaires des primates, et pour déterminer les âges précis des transitions alimentaires chez les chimpanzés, ce qui fournira des données de base pour reconstruire le chemin évolutif qui a conduit à l'histoire de vie unique (sevrage précoce, fécondité élevée) des humains. / Variation between infants in the speed in which they reach nutritional independence affects infant developmental trajectories and leads to differences between females in reproductive output. Timings of feeding transitions, including the age infants begin consuming solid food, and age at the weaned event (i.e. last nursing bout with milk transfer), are difficult to determine both obervsationally and behaviourally in wild primates. It is difficult to distinguish when infants engage in exploratory mouthing versus actual ingestion of solid food, and to identify if observed nipple contacts reflect continued lactation, as weanlings can comfort nurse (without milk transfer). Stable carbon and nitrogen isotopes (δ13C, δ15N, %N) in feces or hair can be used to determine feeding transitions. While fecal stable isotopes are sensitive to occasional sampling of solid food and show high day-to-day variation, hair stable isotopes show an overall average of dietary intake over a few months. To assess fecal stable isotope and observational limitations, δ13C, δ15N, %N analyses were applied to keratin of hair strands (0-7 years, N = 169 hair samples) collected from wild chimpanzee (Pan troglodytes) mothers and infants at Ngogo, Uganda. In 2013-2014 and 2018, hairs were collected non-invasively when they stuck to feces, or from the ground after mothers and infants groomed or rested. First, my goal was to use a combination of visual techniques (hair strand length and diameter), combined with hair stable isotopes to distinguish maternal hair strands from infant ones. Second, my goal was to determine the precise age when the relative contribution of solid food outweighs the relative contribution of milk in the infant diet of wild chimpanzees to track the processes of transitional feeding and weaning. Infant hair strands could not be distinguished from maternal hair strands using only visual techniques. The lengths (cm) and diameters (μm) of maternal versus infant hair strands did not show great enough and consistent differences that could alone be used to distinguish the hairs. However, maternal and infant hair strands proved to be thinner and shorter to that of adult male hair (~20 μm lower for infants). I therefore relied on the stable isotope values themselves to distinguish the hairs, as infant hairs were enriched in the heavy carbon and nitrogen isotopes compared to their mothers. Infants ≤ 2.0 years old had the greatest ratio of stable carbon and nitrogen isotopes (δ13C and δ15N). Infants between 1.5 and 2.0 years old had greater average ratios of δ13C (-22.2 permil, ‰) and δ15N (9.2 ‰) than infants ≤ 1.5 years old (δ13C mean value of -23.2 ‰, δ15N mean value of 8.6 ‰). This indicated that infants ≤ 2.0 years old had an overall diet dominated by maternal milk and consumed less solid plant foods compared to older infants (δ13C mean value of -23.8 ‰, δ15N mean value of 7.4 ‰). The change in δ13C ratios once infants surpassed two years old suggested that infants incorporated a greater amount of solid food into their diet near this age. This indicated that the weaning process begins at approximately two years old. As the age of the weaned event remained unassessed, more hair samples are required from older infants to establish when weaning ends in chimpanzees. This study can be used in future assessments of primate diets, and to determine precise ages at feeding transitions in chimpanzees, which will provide basic data to reconstruct the evolutionary path that led to the unique life history (early weaning, high fecundity) of humans.

Infant visual attention develops rapidly over the first year of life, significantly altering the way infants respond to peripheral visual events. Here we present data from 5-, 7- and 10-month-old infants using the Infant Orienting With Attention (IOWA) task, designed to capture developmental changes in visual spatial attention and saccade planning. Results indicate rapid development of spatial attention and visual response competition between 5 and 10 months. We use a dynamic neural field (DNF) model to link behavioral findings to neural population activity, providing a possible mechanistic explanation for observed developmental changes. Together, the behavioral and model simulation results provide new insights into the specific mechanisms that underlie spatial cueing effects, visual competition, and visual interference in infancy.

Malgré les avancées médicales, la prédiction précoce du devenir développemental des enfants nés prématurément demeure un défi. Ces enfants sont à risque de séquelles plus ou moins sévères telles l'infirmité motrice d'origine cérébrale, les déficiences intellectuelles et sensorielles ainsi que les difficultés d'apprentissage. Afin de diminuer l’impact fonctionnel de ces séquelles, l’identification de marqueurs précoces devient un enjeu important. Dans le contexte actuel de ressources financières et humaines limitées, seuls les enfants nés avant 29 semaines de gestation ou avec un poids de naissance (PN) <1250g sont systématiquement suivis, laissant pour compte 95% des enfants prématurés. L’identification de marqueurs précoces permettrait de cibler les enfants nés après 28 semaines de gestation porteurs de séquelles. Le principal objectif des présents travaux visait à évaluer l’utilité de l’Évaluation neurologique d’Amiel-Tison (ENAT) dans l’identification et le suivi des enfants nés entre 29 et 37 semaines de gestation et qui présenteront des problèmes neurodéveloppementaux à l’âge corrigé (AC) de 24 mois. Plus précisément, la fidélité inter-examinateurs, la stabilité ainsi que la validité prédictive de l’ENAT ont été évaluées. La cohorte était composée initialement de 173 enfants nés entre 290/7 et 370/7 semaines de gestation, avec un PN<2500g et ayant passé au moins 24 heures à l’unité de soins néonatals du CHU Sainte-Justine. Les enfants étaient évalués avec l’ENAT à terme et aux AC de 4, 8, 12 et 24 mois. À l’AC de 24 mois, leur développement était évalué à l’aide du Bayley Scales of Infant Development–II. Les principaux résultats révèlent une excellente fidélité inter-examinateurs ainsi qu’une bonne stabilité au cours des deux premières années de vie du statut et des signes neurologiques. Des différences significatives à l’AC de deux ans ont été relevées aux performances développementales en fonction du statut neurologique à terme, qui constitue l’un des meilleurs facteurs prédictifs de ces performances. Les résultats encouragent l’intégration du statut neurologique tel que mesuré par l’ENAT comme marqueur précoce dans le cours d’une surveillance neurodéveloppementale des enfants les plus à risque. / Despite the progress in medicine, early prediction of neurodevelopmental outcome for infants born preterm still remains a challenge. Infants born preterm are at risk of mild to severe disabilities such as cerebral palsy, mental retardation, sensory impairments or learning disabilities. To reduce the functional impact of those disabilities, identification of valid early markers of neurodevelopmental disabilities becomes important. As financial and human resources are limited, only those infants with a gestational age (GA) <29 weeks and a birth weight (BW) <1250 are systematically followed, leaving 95% of the preterm population without surveillance. The identification of early markers would allow targeting infants born after 28 weeks of GA the more at risk. The main objective of the present work was to assess the use of the Amiel-Tison Neurological Assessments (ATNA) in the identification and the follow-up of infants with a GA between 29 and 37 weeks who will present neurodevelopmental problems at two years of corrected age (CA). Specifically, the inter-examiner reliability, the stability during the first two years of life and the predictive validity of the ATNA were assessed. The cohort was composed of 173 children born between 290/7 and 370/7 weeks of GA, with a BW<1250g and who stayed at least 24 hours in the neonatal intensive care unit at the CHU Sainte-Justine. The children were assessed with the ATNA at term age and at 4, 8, 12 and 24 months CA. At 24 months CA, their development was assessed with the Bayley Scales of Infant Development–II. The results revealed excellent inter-examiners reliability and good stability during the first two years of age of the neurological status and signs. Significant differences according to the neurological status at term age were observed at 24 months CA for developmental performance. Moreover, this status was one of the main predictive variables of developmental performance at two years CA. Results incite the integration of the neurological status as assessed by the ATNA as an early marker for the surveillance of infants the more at risk.

Malgré les avancées médicales, la prédiction précoce du devenir développemental des enfants nés prématurément demeure un défi. Ces enfants sont à risque de séquelles plus ou moins sévères telles l'infirmité motrice d'origine cérébrale, les déficiences intellectuelles et sensorielles ainsi que les difficultés d'apprentissage. Afin de diminuer l’impact fonctionnel de ces séquelles, l’identification de marqueurs précoces devient un enjeu important. Dans le contexte actuel de ressources financières et humaines limitées, seuls les enfants nés avant 29 semaines de gestation ou avec un poids de naissance (PN) <1250g sont systématiquement suivis, laissant pour compte 95% des enfants prématurés. L’identification de marqueurs précoces permettrait de cibler les enfants nés après 28 semaines de gestation porteurs de séquelles. Le principal objectif des présents travaux visait à évaluer l’utilité de l’Évaluation neurologique d’Amiel-Tison (ENAT) dans l’identification et le suivi des enfants nés entre 29 et 37 semaines de gestation et qui présenteront des problèmes neurodéveloppementaux à l’âge corrigé (AC) de 24 mois. Plus précisément, la fidélité inter-examinateurs, la stabilité ainsi que la validité prédictive de l’ENAT ont été évaluées. La cohorte était composée initialement de 173 enfants nés entre 290/7 et 370/7 semaines de gestation, avec un PN<2500g et ayant passé au moins 24 heures à l’unité de soins néonatals du CHU Sainte-Justine. Les enfants étaient évalués avec l’ENAT à terme et aux AC de 4, 8, 12 et 24 mois. À l’AC de 24 mois, leur développement était évalué à l’aide du Bayley Scales of Infant Development–II. Les principaux résultats révèlent une excellente fidélité inter-examinateurs ainsi qu’une bonne stabilité au cours des deux premières années de vie du statut et des signes neurologiques. Des différences significatives à l’AC de deux ans ont été relevées aux performances développementales en fonction du statut neurologique à terme, qui constitue l’un des meilleurs facteurs prédictifs de ces performances. Les résultats encouragent l’intégration du statut neurologique tel que mesuré par l’ENAT comme marqueur précoce dans le cours d’une surveillance neurodéveloppementale des enfants les plus à risque. / Despite the progress in medicine, early prediction of neurodevelopmental outcome for infants born preterm still remains a challenge. Infants born preterm are at risk of mild to severe disabilities such as cerebral palsy, mental retardation, sensory impairments or learning disabilities. To reduce the functional impact of those disabilities, identification of valid early markers of neurodevelopmental disabilities becomes important. As financial and human resources are limited, only those infants with a gestational age (GA) <29 weeks and a birth weight (BW) <1250 are systematically followed, leaving 95% of the preterm population without surveillance. The identification of early markers would allow targeting infants born after 28 weeks of GA the more at risk. The main objective of the present work was to assess the use of the Amiel-Tison Neurological Assessments (ATNA) in the identification and the follow-up of infants with a GA between 29 and 37 weeks who will present neurodevelopmental problems at two years of corrected age (CA). Specifically, the inter-examiner reliability, the stability during the first two years of life and the predictive validity of the ATNA were assessed. The cohort was composed of 173 children born between 290/7 and 370/7 weeks of GA, with a BW<1250g and who stayed at least 24 hours in the neonatal intensive care unit at the CHU Sainte-Justine. The children were assessed with the ATNA at term age and at 4, 8, 12 and 24 months CA. At 24 months CA, their development was assessed with the Bayley Scales of Infant Development–II. The results revealed excellent inter-examiners reliability and good stability during the first two years of age of the neurological status and signs. Significant differences according to the neurological status at term age were observed at 24 months CA for developmental performance. Moreover, this status was one of the main predictive variables of developmental performance at two years CA. Results incite the integration of the neurological status as assessed by the ATNA as an early marker for the surveillance of infants the more at risk.

Theoretischer Hintergrund: Aktuelle Studien zeigen spezifische Zusammenhänge von peripartalen psychischen Störungen und kindlichen Entwicklungsauffälligkeiten. Fragestellung: Haben Kinder von Müttern mit einer peripartalen Angst- oder depressiven Störung ein erhöhtes Risiko für (visuo–)‌motorische, sprachliche und kognitive Entwicklungsauffälligkeiten? Methode: In der prospektiven MARI-Studie (N = 306) wurden peripartale psychische Störungen mit dem CIDI-V in jedem Schwangerschaftstrimester sowie 2, 4 und 16 Monate nach der Geburt erhoben. Die kindliche Entwicklung wurde mit dem Neuropsychologischen Entwicklungs-Screening im Alter von 4 (N = 263) und 16 Monaten (N = 241) erfasst. Ergebnisse: Maternale depressive Störungen vor der Schwangerschaft waren negativ mit der visuellen Entwicklung (4 Monate; OR = 3.3) und der Haltungs- und Bewegungssteuerung (16 Monate; OR = 4.4) des Kindes assoziiert. Diskussion: Entwicklungsauffälligkeiten könnten u. a. durch ein verändertes Interaktionsverhalten (z. B. weniger Blickkontakt/Ermutigung) betroffener Mütter begründet sein. / Theoretical background: Anxiety and depressive disorders are among the most prevalent perinatal disorders, and specific associations with child development have to be distinguished to derive early targeted interventions. Objective: Are children of mothers with peripartum anxiety or depressive disorder at increased risk for (visuo–)‌motor, language, and cognitive developmental abnormalities? Method: In this prospective-longitudinal MARI study, N = 306 women were examined three time during pregnancy and at 2, 4, and 16 months after delivery using the Composite International Diagnostic Interview for Women (CIDI-V) to assess their anxiety and depressive disorders. Child development was assessed at 4 (N = 263) and 16 months postpartum (N = 241) using a standardized development test (Neuropsychologisches Entwicklungs-Screening, NES). Results: Maternal depressive disorders prior to pregnancy were associated with infant visual development at 4 months (OR = 3.3) and motor development at 16 months (OR = 4.4) postpartum. The results remained stable after adjustment for preterm delivery and perceived maternal social support. Discussion and conclusion: Developmental adversities in infants of mothers with prior depressive disorders might be explained by altered mother-child interaction (e. g., less eye contact, less engagement). Early identification of expectant mothers with a history of depressive disorders is crucial for early targeted intervention. Further studies are needed to examine the mechanisms of transmission to derive innovative approaches for prevention.