Maternal Stress and Child Development: The Moderating Role of Interactive Shared Reading

Chrystian R. Kroeff, Juliana R. Bernardi, Clécio H. Da Silva, Nádia C. Valentini, Marcelo Z. Goldani and Denise R. Bandeira ()
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Chrystian R. Kroeff: Graduate Program in Psychology, Universidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre 90035-003, Brazil
Juliana R. Bernardi: Graduate Program in Food, Nutrition and Health, Universidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre 90035-903, Brazil
Clécio H. Da Silva: Graduate Program in Child and Adolescent Health, Universidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre 90035-903, Brazil
Nádia C. Valentini: Graduate Program in Sciences of Human Movement, Universidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre 90690-200, Brazil
Marcelo Z. Goldani: Graduate Program in Child and Adolescent Health, Universidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre 90035-903, Brazil
Denise R. Bandeira: Graduate Program in Psychology, Universidade Federal do Rio Grande do Sul (UFRGS), Porto Alegre 90035-003, Brazil

IJERPH, 2025, vol. 22, issue 6, 1-17

Abstract: Research suggests that maternal stress is related to aspects of child development. Positive and stimulating interactions, such as shared reading, may act as protective factors, mitigating the negative effects of maternal stress on children’s development and behavior. This cohort study investigated the predictive relationship between maternal stress and children’s milestones and behavioral problems, with maternal interactive style during shared reading as a moderator. A total of 91 mother–child dyads participated. During the shared reading session, conducted in a private room at a research center, each mother and child interacted freely while reading a book, without specific instructions. The sessions were video-recorded and later analyzed by trained researchers using an established method. Children’s data were assessed using questionnaires completed by the mother on the same day. Descriptive, bivariate, and multivariate analyses were performed to build regression models with moderation analysis. Results revealed that maternal stress significantly predicted children’s internalizing and externalizing symptoms. Notably, more affectionate interactions during shared reading can moderate the effect of stress on children’s externalizing difficulties. These findings suggest that fostering positive and engaging interactions between mothers and children, such as shared reading, may have a beneficial impact on children’s behavioral development, even in the presence of maternal stress.

Keywords: stress; mother–child relationships; family relationships; reading (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2025
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