Influence of Parent–Child Interaction on Socio-emotional Development of Children With Perinatal Risks


The article is devoted to the study of the influence of peculiarities of child–parent interaction on the early socio-emotional development of children with perinatal risks. This is a relevant area since, first of all, there is an increasing number of children with such risks (especially, with the risk of autism spectrum disorders (ASD) and
attention deficit hyperactivity disorder (ADHD)). Moreover, it is parents who can be most instrumental in the successful development, adaptation and socialization of children. The article examines Russian and foreign approaches to the definition of socio-emotional development, stages, and levels of its development. It also analyses the data obtained in the course of research of peculiarities of parent–child interaction with the help of video observation (PCI) that was conducted using the coding scales (SocialinteractionratingScale). In order to assess cognitive, speech, socio-emotional development, and adaptive behavior, «Bayley Scales of Infant Development Third Edition» were used. The data of eight children of the control group (average age 5–8
months) and eight children of the experimental group with family risk of atypical development (older sibling or parent have a confirmed diagnosis of ASD and/or ADHD) (average age 2–66 months) were analyzed. Two-way analysis of variance showed that nondirective behavior of parents can lead to a more successful development
of socio-emotional skills of children with the family risk of ASD and ADHD, namely, the skill ‘social setting’. The study is a pilot but demonstrates a potential for further research in this area.

Keywords: child–parent interaction, video observation, young children, family risk, socio-emotional development

[1] Andreeva, G. M. (2007). Social Psychology: A Textbook for Higher Educational Institutions. Moscow: Aspect Press. [Andreyeva, G. M. (2007). Sotsial’naya psikhologiya: uchebnik dlya vysshikh uchebnykh zavedeniy. M.: Aspekt Press (in Russia).]

[2] Aryan, M. A. (2017). Socio-emotional development of students learning by means of a foreign language. Language and Culture, no. 38, pp. 138–151. [Ariyan, M. A. (2017). Sotsial’no-emotsional’noye razvitiye obuchayushchikhsya sredstvami inostrannogo yazyka. YAzyk i kul’tura, no. 38, S. 138–151 (in Russian).]

[3] Baenskaia, E. R. (2007). Assistance in the Upbringing of Children with Special Emotional Development (Early Age), S. 108. Moscow: Terevinf. [Bayenskaya, Ye. R. (2007). Pomoshch’ v vospitanii detey so spetsial’nym emotsional’nym razvitiyem (ranniy vozrast), S. 108. Moskva: Terevinf (in Russian).]

[4] Bandura, A. (2000). The Theory of Social Learning, p. 320. St. Petersburg: Eurasia. [Bandura, A. (2000). Teoriya sotsial’nogo obucheniya, S. 320. Sankt-Peterburg: Yevraziya (in Russian).]

[5] Vygotsky, L. S. (1984). Collected works, in D. B. El’konin (ed.) 6v. V.4. Child Psychology, p. 432. M.: Pedagogika. [Vygotskiy, L. S. (1984). Sobraniye sochineniy, in D. B. El’konina (ed.) v 6 T. T.4. Detskaya psikhologiya, S. 432. M.: Pedagogika (in Russian).]

[6] Greenspan, S. and Wieder, S. (2017). Nates Engaging Autism: Using the Floortime Approach to Help Children Relate, Communicate, and Think, p. 512. Terevinf. [Greenspan, S. and Vider, S. (2017). Neyts s autizmom: ispol’zovaniye metodologii Floortime dlya razvitiya otnosheniy, obshcheniya i myshleniya, S. 512. Terevinf (in

[7] Ilyin, E. P. (2001). Emotions and Feelings of St. Petersburg, p. 752. Peter with ill. [Il’in, Ye. P. (2001). Emotsii i chuvstva Sankt-Peterburga, S. 752. Piter s: il (in Russian).]

[8] Lebedinsky, V. V. and Bardyshevskaya, M. K. (eds.) (2002). Affective development of a child in norm and pathology, in Psychology of Abnormal Child Development: Reader in 2 Volumes, pp. 588–681. T. I. - M: CheRo: High. Educ.: Publisher: Moscow State University. [Lebedinskiy, V. V. and Bardyshevskaya, M. K. (eds.) (2002).
Affektivnoye razvitiye rebenka v norme i patologii, in Psikhologiya anomal’nogo razvitiya rebenka: Chitatel’ v 2 tomakh, pp. 588–681. T. I. - M: CheRo: Prodvinutyy. Izdatel’stvo: Moskovskiy gosudarstvennyy universitet (in Russian).

[9] Lorenz, K. (2008). On Aggression (translated from German – A. I. Fedorova, Cultural Revolution. M. [Lorentz, K. (2008). Tak nazyvayemoye zlo (translated s nim. – A. I. Fedorov, Kul’turnaya revolyutsiya. M. (in Russian).]

[10] Lorentz, K. (1998). Behind the mirror: A search for a natural history of human knowledge (translated from German by A. I. Fedorova, A. V. Gladkogo (ed.), comp. A. V. Gladkov and A. I. Fedorov, after A. I. Fedorova Thinkers of the XX century, p. 393. Moscow: Republic. [Lorentz, K. (1998). Obratnaya storona zerkala (translated
A.I. Fodorova; Izdaniye A. V. Gladkogo; sost. A. V. Gladkov, A. I. Fedorov; posle. A.I. Fedorov Mysliteli XX veka, S. 393. Moskva: Respublika (in Russian).]

[11] Luria, A. R. and Chomskaya, E. D. (1966). Frontal Lobes and Regulation of Mental Processes: Neuropsychological Studies, p. 740. Moscow: Publisher of Moscow University. p.:ill. [Luria, A. R. and Chomskaya, E. D. (1966). Lobnyye doli i regulyatsiya psikhicheskikh protsessov: neyropsikhologicheskiye issledovaniya, S. 740. Moskva: Izdatel’stvo Moskovskogo universiteta. s.:il (in Russian).]

[12] Krylov, A. A. (2005). Psychology: A Textbook (2nd edition), p. 234. Publishing house Prospekt. [Krylov, A. A. (2005). Psikhologiya: uchebnik (2-ye izdaniye), S. 235. Izdatel’skiy dom «Prospekt (in Russian).]

[13] Nikolaeva, E. I. and Merenkova, V. S. (2012). Modeling the prognosis of the child’s health of the first years of life on the basis of his mother’s psychophysiological characteristics in a small town. Psychology of Education in the Multicultural Space, vol. 2, no. 18, pp. 5–12. [Nikolayeva, Ye. I. and Merenkova, V. S. (2012). Modelirovaniye
prognoza zdorov’ya rebenka pervykh let zhizni na osnove psikhofiziologicheskikh kharakteristik yego materi v usloviyakh malogo. Psikhologiya obrazovaniya v polikul’turnom prostranstve, T. 2, no. 18, S. 5–12 (in Russian).]

[14] Pavlov, I. P. (1973). Twenty-year Experience of Objective Study of Higher Nervous Activity (behavior) of Animals. Moscow: Nauka. [Pavlov, I. P. (1973). Dvadtsatiletniy opyt ob”yektivnogo izucheniya vysshey nervnoy deyatel’nosti (povedeniya) zhivotnykh. M.: Nauka (in Russian).

[15] Piaget, J. (1969). Selected Psychological Works. M. [Piazhe, Z. H. (1969). Izbrannyye psikhologicheskiye proizvedeniya. M. (in Russian).]

[16] Tokarckaya, L. V., Lavrova, M. A., and Lazauskene, Z. S. (2017). Studying the features of neurocognitive development and the specifics of parent-child interaction with the family risk of autism spectrum disorders (ASP) and attention deficit hyperactivity disorder (ADHD). Pedagogical Education in Russia, no. 11, pp. 136–144.

[Tokarckaya, L. V., Lavrova, M. A., and Lazauskene, Z. S. (2017). Izucheniye osobennostey neyrokognitivnogo razvitiya i spetsifiki detsko-roditel’skogo vzaimodeystviya pri semeynom riske rasstroystv autisticheskogo spektra (RAS) i sindroma defitsita vnimaniya i giperaktivnosti (SDVG). Pedagogicheskoye obrazovaniye v Ros-sii, no. 11, S. 136–144 (in Russian).]

[17] Ainsworth, M. D., Blehar, M., Waters, E., et al. (1978). Patterns of Attachment: A Psychological Study of the Strange Situation. Hillsdale, NJ: Lawrence Erlbaum.

[18] Weiss, L. G., Oakland, T., and Aylward, G. (2010). Bayley-III Clinical Use and Interpretation, p. 240. Elsevier Inc.

[19] Bowlby, J. A. (1988). Secure Base: Clinical Applications of Attachment Theory, p. 196. Psychology Press.

[20] Harker, M., Ibanez, L. V., Nguyen, T. P., et al. (2016). The effect of parenting style on social smiling in infants at high and low risk for ASD. Journal of Autism and Developmental Disorders, vol. 46, pp. 2399–2407r.

[21] Wan, M. W., Green, J., Elsabbagh, M., et al. ( July 7, 2013). Quality of the interaction between at-risk infants and caregiver at 12–15 months is associated with 3-year autism outcome. Journal of Child Psychology and Psychiatry, and Allied Disciplines, vol. 54, pp. 763–771.

[22] Hopkins, B. (ed.) (2005). The Cambridge Encyclopedia of Child Development, p. 670, Associate Editors: Ronald G. Barr, George F. Michel, and Philippe Rochat. Cambridge University Press.