childhood development Archives - Amazing Health Advances

Infant-Directed Singing Shown to Boost Emotional Health

The AHA! Team — Wed, 30 Jul 2025 06:23:15 +0000

Society for Research in Child Development via News-Medical – Many parents know that infants love to be sung to; however, there is limited prior research to show the long-term effects on parental singing. In a new study, researchers explored whether using a music enrichment intervention program to encourage parents to sing more frequently to their babies could improve the health of both infants and caregivers (as with skin-to-contact). This research was featured in a new Child Development article with authors from Yale University (United States), the University of Amsterdam (the Netherlands), the University of Auckland (New Zealand), McGill University (Canada), Donald and Barbara Zucker School of Medicine at Hofstra/Northwell (United States) and Princeton University (United States). Researchers advertised for study participants through in-person visits to baby fairs, distribution of flyers at local daycare centers, preschools, and delivery hospitals, and an announcement on public radio in New Haven, Connecticut. Online recruitment efforts targeted social media groups for expecting and new parents, along with online communities related to early childhood education. The study requirements mandated that all participants have a smartphone to be able to communicate and complete surveys online in English and be a primary caregiver of the infant. The study was conducted with 110 caregivers and their infants, who were on average nearly 4 months old. Most caregivers were from the United States and New Zealand, predominantly white, educated, and socioeconomically advantaged. Study participants were randomly assigned to the intervention or control group. The main portion of the study lasted six weeks, starting with a pre-test in week one, followed by a four-week intervention, and then a post-test in week six. Caregivers in the intervention group completed a brief, smartphone-based music enrichment program to help them sing more often to their babies (through access to instructional videos with children’s songs). Throughout the study, participants completed smartphone surveys one to three times daily, reporting on infant and parent mood, stress, sleep quality, and music use. The findings suggest that simple, low-cost interventions, such as increasing infant-directed singing, have the potential to improve health outcomes for both infants and caregivers. The Society for Research in Child Development (SRCD) had the opportunity to speak with Dr. Samuel A. Mehr from Auckland University along with Dr. Eun Cho from Yale University and doctoral student, Lidya Yurdum from the University of Amsterdam to learn more about the research. SRCD: Can you please provide a brief overview of the study? Author team: We conducted a randomized controlled trial to test whether a simple, low-cost music intervention-encouraging caregivers to actively integrate singing into daily routines with their infants-could improve wellbeing for both infants and caregivers. The study included 110 caregiver-infant pairs, primarily from the United States and New Zealand (with infants on average about 4 months old). Participants were randomly assigned to either an intervention group or a control group. During the 4-week intervention, participants in the intervention group were encouraged to sing more to their infants than usual. We measured how this change in behavior would influence infant mood, stress, sleep, and music behavior, using brief, smartphone based surveys that caregivers completed at random times throughout the day. Our main finding was that the intervention successfully increased the frequency of infant-directed singing, especially in soothing contexts, and led to measurable improvements in infants’ general mood as reported by caregivers. SRCD: Did you learn anything that surprised you? Author team: One interesting finding was how intuitively caregivers incorporated singing into soothing routines for their infants, even though the intervention did not explicitly instruct them to use singing for this purpose. Among a dozen soothing strategies, singing was the only one that showed a significant increase in use following the intervention. From a methodological perspective, a particularly encouraging outcome was the high level of compliance with the study protocol-caregivers completed over 70% of the surveys across the 10-week period, demonstrating the feasibility of this approach for future developmental research. This strong compliance supported our decision to move forward with a longer-term, longitudinal study, which is currently underway. SRCD: Can you please explain how this research might be helpful for parents, caregivers and pediatricians? Author team: Our findings suggest that encouraging parents and caregivers to sing more frequently to their infants can have a positive, causal impact on infant mood. Singing is a universal practice-parents from almost every culture and throughout history have intuitively used singing to soothe and connect with their infants. It’s easy to do, requires no special equipment or training, and is accessible to everyone. Because infant mood is closely linked to parenting stress, caregiver-infant bonding, and later social-emotional development, such a simple intervention could have meaningful downstream benefits. For pediatricians and professionals working with families, recommending increased infant-directed singing is a practical, accessible strategy to support infant well-being. SRCD: Can you please address some of the research limitations? Author team: There are several limitations to note. First, our sample was predominantly white, highly educated, and socioeconomically advantaged and composed mainly of mothers, which limits the generalizability of the findings to more diverse populations. Second, all infant mood data were based on caregiver reports-although these reports were collected in real time to reduce recall bias, they remain subject to potential reporting biases. Third, the intervention was relatively brief and low-intensity; longer and more structured interventions might yield broader effects, including on caregiver mood or other health outcomes. Finally, music was already a regular part of many families’ routines at baseline, which may have limited the observable effect size of the intervention. SRCD: What’s next in this field of research? Author team: Despite the intervention lasting only four weeks, we observed clear benefits for infant mood. This suggests that the positive effects of singing to infants may be even more pronounced with longer-term, higher-intensity interventions-and may also extend to caregiver wellbeing and additional aspects of infant health beyond mood. Building on these findings, we are currently conducting two follow-up studies. The first is a direct replication of our original study, but with professionally developed, higher-quality intervention materials designed to help parents sing more to their infants. This will allow us to determine if improved resources can enhance the intervention’s effectiveness. The second is a longitudinal, randomized trial that follows families over eight months. In this study, we are comparing three active interventions -singing (music plus active parent-infant interaction), music listening (music without active interaction), and reading (no music but active interaction) – as well as a general control group. This design will help us disentangle the unique contributions of music, singing, and interactive activities to infant and caregiver outcomes. More information about this ongoing research can be found at https://www.togetherwegrow.study. This research was funded by the National Institutes of Health (United States), the Royal Society of New Zealand, the University of Auckland (New Zealand) and Princeton University (United States). Source: Society for Research in Child Development Journal reference: Cho, E., et al. (2025) Ecological Momentary Assessment Reveals Causal Effects of Music Enrichment on Infant Mood. Child Development. doi.org/10.1111/cdev.14246. To read the original article click here.

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Low-Income Preschoolers Exposed to Nurturing Care Have Higher IQ Scores Later On

AHA Publisher — Tue, 22 Dec 2020 08:00:30 +0000

University of Maryland School of Medicine via EurekAlert – Preschoolers living in impoverished communities who have access to a nurturing home environment have significantly higher intelligence quotient (IQ) scores in adolescence compared to those raised without nurturing care. That is the finding of a new international study conducted by University of Maryland School of Medicine (UMSOM) researchers, which examined data from more than 1600 children from Brazil and South Africa who were followed from birth through their teenage years. Results were published this week in The Lancet Child & Adolescent Healthjournal. The researchers analyzed data from long-running studies conducted in Brazil and South Africa to assess whether children exposed to early adversities (such as extreme poverty, low birth weight, or pre-term birth) could reach their full learning potential by experiencing responsive caregiving and opportunities to learn in their home. They found that prenatal and early life adversities matter throughout life. Adolescents who had been exposed to multiple adversities early in life had lower IQ scores, were more likely to have difficulties adjusting socially and psychologically, and achieved a lower physical height compared to adolescents exposed to fewer adversities. They also found that being raised in a nurturing environment could significantly counteract the detrimental effect of early adversities on IQ and help children achieve their full intellectual potential. “We found that adolescents who were raised in nurturing environments had IQ scores that were on average 6 points higher than those who were not. This is a striking difference that has profound implications by increasing the intelligence of entire communities,” said study corresponding author Maureen Black, PhD, the John A Scholl and Mary Louise Scholl Endowed Professor of Pediatrics at UMSOM. “A nurturing environment also led to better growth and fewer psycho-social difficulties in adolescence, but it did not mitigate the effects of early adversities on growth and psycho-social difficulties.” Globally, more than 250 million children younger than 5 years are at risk of not reaching their developmental potential because of adversities that co-occur early in life and accumulate with age. In the U.S, almost one in five children are raised in poverty and 15 percent do not complete high school, with higher rates for children in Black and Hispanic families. Exposing these children to a nurturing environment, whether at home or in daycare or pre-school settings, can lead to cognitive benefits that last into adolescence and beyond. “I think our findings could apply to communities here in the U.S. where children are hungry, living in poverty or lacking in access to medical care,” Dr. Black said. Added study lead author Angela Trude, PhD, a post-doctoral fellow in the UMSOM Department of Pediatrics, “Parents want to provide nurturing environments and we need to help them.” She said this includes interacting with young children in a positive way such as reading children’s books from the library, singing songs together, and playing games with numbers and letters. Children who engage in age-appropriate chores with adult supervision like picking up toys and clearing the table gain skills and feel good about helping. “Get children involved in friendly activities as much as possible rather than parking them in front of a screen,” Dr. Black said. “Children love to learn and in a nurturing environment they can grow into adolescents and adults with the abilities to care for themselves, their families, and their communities.”

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Family Environment Affects Adolescent Brain Development

AHA Publisher — Fri, 22 May 2020 07:00:30 +0000

Karolinska Institutet via EurekAlert – Childhood environment and socioeconomic status affect cognitive ability and brain development during adolescence independently of genetic factors, researchers at Karolinska Institutet report in a new study published in the journal PNAS. The study demonstrates how important the family environment is, not just during early infancy but also throughout adolescence. While the way in which genes and environment affect the brain and cognitive faculties is a hotly debated topic, previous studies have not taken genes into account when describing environmental effects. Researchers at Karolinska Institutet in Sweden have therefore studied both environmental factors and a new genetic measure – an index value based on an aggregation of the 5,000 or so DNA locations that are most strongly associated with educational attainment. The study involved 551 adolescents from different socioeconomic environments around Europe. At the age of 14, the participants gave DNA samples, performed cognitive tests and had their brain imaged in a MR scanner, a process that was repeated five years later. At the age of 14, genes and environment were independently associated with cognitive ability (measured using working memory tests) and brain structure. The environmental effects were, however, 50 to 100 per cent stronger than the genetic. Differences in socioeconomic status were related to differences in the total surface area of the neocortex. “The previous debate was whether there is a special area that is affected by the environment, such as long-term memory or language,” says Nicholas Judd, doctoral student at the Department of Neuroscience, Karolinska Institutet and co-first author of the study along with his departmental colleague Bruno Sauce. “However, we’ve been able to show that the effect occurs across the neocortex and so probably affects a whole host of functions.” Genetic differences were also linked to brain structure, affecting not only the brain’s total area but also specifically an area of the right parietal lobe known to be important for mathematical skills, reasoning and working memory. This is the first time a brain area has been identified that is linked to this genetic index. When the researchers followed up on the teenagers five years later, they were able to examine how genes and environment had affected the brain’s development during adolescence. What they discovered was that while the genes did not explain any of the cerebral changes, the environment did. However, it is unknown which aspect of the environment is responsible for this. “There are a number of possible explanations, such as chronic stress, diet or intellectual stimulation, but the study shows just how important the environment is, not only during early childhood,” says principal investigator Torkel Klingberg, professor of Cognitive Neuroscience at the Department of Neuroscience, Karolinska Institutet. “Finding the most important environmental factors for optimising childhood and adolescent development is a matter for future research.” To read the original article click here.

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‘Parentese’ Helps Parents and Babies Make ‘Conversation’ and Boosts Language Development

AHA Publisher — Mon, 10 Feb 2020 08:00:27 +0000

University of Washington via Science Daily – A new study finds the value of using ‘parentese,’ an exaggerated speaking style that conveys total engagement with a child. To read the original article click here.

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