Your baby is amazing

In this video, Colwyn Trevarthen, Emeritus Professor of Child Psychology and Psychobiology at the University of Edinburgh Travarthen explains that babies are seeking a companion.

Infants are socially expressive from birth. Infants’ social expressiveness is encouraged by parental smiles and mirroring (Murray et al. 2016).

Babies engage in conversation-like exchanges, called protoconversations, from birth.  They initiate and shape turn-taking dialogue (Gratier et al. 2015).

They contribute to the pace and tempo (Feldman, Greenbaum Yirmiya and Mayes 1996; Trevarthen 2001).

They have innate musicality which supports communication and dialogue (Malloch and Trevarthen 2009; Trevarthen et al. 2011).

Babies are very sensitive to those they are communicating with, they are very sensitive to contingency and are upset by interactions where this is disturbed (Murray and Trevarthen 1985; Nadel et al. 1999).

Studies show they are communicating even before birth from the womb (Nagy et al. 2021).

In utero babies have been seen to smile, for example, the smile when they taste something sweet, like carrots.

– and they grimace at kale!

Babies in womb ‘smile’ for carrots and grimace for kale, study finds (msn.com)  Ustun, B., Reissland, N., Covey, J., Schaal, B., & Blissett, J. (2022). Flavor Sensing in Utero and Emerging Discriminative Behaviors in the Human Fetus. Psychological Science, 0(0). https://doi.org/10.1177/09567976221105460

Scan show us that babies in the womb smile at pleasurable stimulus (Kawakami and Yanaihara 2012; Steiner 1974; Wolff 1959).

They can smile from birth. In the first few weeks, their smile can be more difficult to spot because their lip curl is not held as long.  Research has also indicated that the neonate provides social smiles of pleasure, but that the neonates expression differs from older infants with briefer lip curve (Cecchni et al. 2011; Dondi et al. 2010).  This means that the infant’s smile can be more difficult to spot.

Babies cooperate with parents  (Hubley and Trevarthen 1979).  They coordinate their bodies with their parents for example when they are going to be picked up (Fantasia et al. 2016).

They enjoy cooperation and can seem disappointed if another person does not join in.

Babies can tell the difference between the language you speak and other languages.  Your baby learns to recognize and show a preference for the speech patterns and vowel sounds associated with your native language by the time they are born.

Research is showing us that newborns classify languages according to their rhythm, as revealed by their capacity to discriminate between different languages (Mehler et al., 1988; Nazzi, Bertoncini, & Mehler, 1998; Ramus et al., 2000). Shortly after birth, human infants already exhibit a variety of sophisticated linguistic capacities, from discriminating syllables and human languages (1) to remember short stories (2).Mahmoudzadeh, M., Dehaene-Lambertz, G., Fournier, M., Kongolo, G., Goudjil, S., Dubois, J., Grebe, R. and Wallois, F., 2013. Syllabic discrimination in premature human infants prior to complete formation of cortical layers. Proceedings of the National Academy of Sciences, 110(12), pp.4846-4851.

The role of the sense of smell is important and used immediately after birth. In the 1970s, the sense of smell was found to be the main guide towards the nipple as early as during the hour following birth. It has been demonstrated that it is mostly through the sense of smell that the newborn baby can identify its mother (and, to a certain extent, that the mother can identify her baby).

Odent M. The early expression of the rooting reflex. Proceedings of the 5th  International Congress of Psychosomatic Obstetrics and Gynaecology, Rome 1977. London: Academic Press, 1977: 1117-19.

Odent M. L’expression précoce du réflexe de fouissement. In : Les cahiers du nouveau-né 1978 ; 1-2 : 169-185

Ilyka, D., Johnson, M.H. and Lloyd-Fox, S., 2021. Infant social interactions and brain development: A systematic review. Neuroscience & Biobehavioral Reviews, 130, pp.448-469 explain lots about infant brain development, for example

“Interactions with others are an integral part of a person’s daily life from the moment of birth…

Humans are inherently a social species. In addition to being born with a set of predispositions to navigate the social world (Johnson et al., 1991; DeCasper and Fifer, 1980; Vouloumanos et al., 2010; Simion et al., 2008), the vast repertoire of infant’s social and communicative skills develops with experience within the context of interaction with other humans, in particular, with their caregivers (Legerstee, 2009)…

Most of the basic architecture supporting structural and functional organisation of the brain is present by the second birthday, followed by slow-paced “fine-tuning” and reorganisations of the major circuits and networks (review Gilmore et al., 2018). Specifically, the basic “wiring” of the brain in the form of major white matter tracts and white-matter structural networks is already established by the time of birth. So too are the highly correlated variations in grey-matter volumes observed across primary sensorimotor regions (Gilmore et al., 2018; Geng et al., 2017; Cao et al., 2017). Similarly, the developmental patterns of functional connectivity reveal somewhat mature network configurations of auditory, visual and sensorimotor functional networks before birth (Fransson et al., 2007; Lin et al., 2008; Gao et al., 2015). Early experiences and gene expression postnatally can further refine these primary circuits to be more efficient, leading towards a gradual improvement of other functional networks supporting various cognitive and perceptual functions (i.e. social processing) (Alcauter et al., 2014). Rooted in these primary sensory networks, the protracted experience-dependent development of higher-order parietal, frontal, and temporal brain areas as well as the maturation of white matter tracts (myelination) takes place postnatally (Gilmore et al., 2018; Geng et al., 2017; Emerson et al., 2016; Gao et al., 2015; Zielinski et al., 2010; Gogtay et al., 2004).

The early experiences that a child receives – both prenatally and postnatally (Miguel et al., 2019) – are embedded within the caregiving environment and may contribute to neural differentiation necessary for further neural reorganisations (Champagne and Curley, 2005). For example, neural attunement to specific types of stimuli that are repeatedly presented in the environment is heavily influenced by caregivers (see Maurer and Werker, 2013 for review)…

Adverse patterns of social experiences – in extreme cases institutionalization, neglect and abuse – are associated with structural and functional brain atypicalities (reviews McLaughlin et al., 2019; Belsky and De Haan, 2011; Teicher et al., 2003), for example, reduced cerebellar, grey and white matter volumes are already evident by early childhood (e.g. Sheridan et al., 2012; Eluvathingal et al., 2006; Bauer et al., 2009). However, even variations in normative caregiving environment can affect brain development in children who have not been exposed to extreme adversity. For example, a study with adults demonstrated that supportive parenting during early adolescence buffered against the adversities of poverty as reflected in the adult’s resting-state functional connectivity in both central executive and emotion-regulation networks (Brody et al., 2019). In contrast, negative or aggressive parenting was linked to alterations in the development of the prefrontal cortex in adolescents (Whittle et al., 2016).”

Studies have shown that even newborns, with their eyesight limited to about 30 centimetres, love looking at faces (Macchi Cassia et al. 2001). Babies love to look at faces, they prefer to look at familiar faces  and newborns have been shown to prefer their mother’s face  to other faces (Field et al. 1984; Pascalis et al. 1995; Sai 1990).

Infants have been found, from birth, to look longer at faces with direct, as opposed to averted gaze and this supports bonding and social learning (Farroni, Csibra, Simion, & MacLean et al., 2014; Heyes 2015).

Mutual gaze between mother and infant has been identified as an aspect of communicative engagement (Csibra and Gergely 2009, 2011; Lavelli and Fogel, 2005; Reddy 2003; Tronick, 1989). Such findings support the claims of infants’ social motivations and awareness (Murray and Trevarthen 1986; Trevarthen 1998).

Macchi Cassia, V., Simion, F. and Umiltaà, C., 2001. Face preference at birth: the role of an orienting mechanism. Developmental Science, 4(1), pp.101-108.

Babies are really interested people (Hammond and Drummond 2019).  Prosocial experiments often rely on the infant’s interest in the presented situation, including engaging with the actor’s interests. Research has found that infants express their interest from birth in facial expressions and body positions (Oster 2005: Von Hofsten 1984).(Hammond snakes) social referencing – look at mum to see if something is safe

Some research shows that some babies can imitate your expressions from birth.

Children, including infants, “are predisposed to receiving information, as they are extremely sensitive to such ostensive communication. This natural receptiveness allows them to develop referential expectations and subsequently to generalize the newly acquired knowledge to similar objects or events (Csibra & Gergely, 2009).” (Clement and Dukes 2016).  Babies are really interested people (Hammond and Drummond 2019).  Prosocial experiments often rely on the infant’s interest in the presented situation, including engaging with the actor’s interests. Research has found that infants express their interest from birth in facial expressions and body positions (Oster 2005: Von Hofsten 1984).

Children, including infants, often observe how their caregivers’ emotional reactions to learn how to feel about situations, people and objects (Clément & Dukes, 2013).

Mothers’ and babies are not only affected by one anothers emotions.

Mothers’ and babies’ brains can work together as a ‘mega-network’ by synchronising brain waves when they interact.

As a social species, humans share emotional states with others. Research shows that emotions that mums and babies feel change how their brain behave.

Mums and babies tend to synchronise their brain waves—an effect known as interpersonal neural connectivity.  Positive interaction, with lots of eye contact, enhances the ability of mother and infant brains to operate as a single system. This promotes efficient sharing and flow of information between mother and infant – supporting learning and the relationship. “By using a positive emotional tone during social interactions, parents can connect better with their infants, and stimulate development of their baby’s mental capacity.”

“Our emotions literally change the way that our brains share information with others— positive emotions help us to communicate in a much more efficient way,” said Dr. Leong.

More information: Lorena Santamaria et al, Emotional valence modulates the topology of the parent-infant inter-brain network, NeuroImage (2019). DOI: 10.1016/j.neuroimage.2019.116341

Early skin-to-skin contact for mothers and their healthy newborn infants benefits mothers and infants (Moore et al. 2016: Linnér et al. 2022).  Skin-to-skin supports the infant’s blood glucose levels and cardio-respiratory system (Moore et al. 2016; Linnér et al. 22).   It can also support mother’s bonding with their infant and parent’s responsiveness to infants’ cues (Baley et al. 2015).  Studies focused on pre-term infants have found that skin-to-skin benefits their sleep, pain management and autonomic functioning and stress (Baley et al. 2015).

Mireault, G.C., Crockenberg, S.C., Sparrow, J.E., Pettinato, C.A., Woodard, K.C. and Malzac, K., 2014. Social looking, social referencing and humor perception in 6-and-12-month-old infants. Infant Behavior and Development, 37(4), pp.536-545 explain, “In infants, humor perception is most apparent in smiling and laughing, universal behaviors that appear very early from 0-6 weeks and 3-4 months, respectively (Ruch & Ekman, 2001; Wolff, 1963). Humor involves the complex convergence of neural (Wild, Rhodden, Grodd, & Ruch, 2003), cognitive (Forabosco, 1992), behavioral (Lockard, Fahrenbruch, Smith, & Morgan, 1977), emotional (Panksepp, 2005), and social (Chapman, 1983) responses. Yet, infants show a high capacity for humor, laughter, and play in the first year of life (Hill, 1996). For example, babies between 7 and 12 months of age laugh in response to the incongruous pairings of familiar materials and actions (Loizou, 2005), like putting a bowl on one’s head. Infants this age also attempt to elicit laughter in others and try to maintain humorous interactions that are in progress (Loizou, 2005). These observations of infant humor have implications for understanding theory of mind (Hoicka & Akhtar, 2011; Hoicka & Gattis, 2008; Reddy, 2008), attachment (Mireault, Sparrow, Poutre, Perdue, & Macke, 2012), and spectrum disorders (Reddy, Williams, & Vaughan 2002). For example, Reddy (2001) reports that 8- to 11-month-olds engage in simple teasing like offering and withdrawing an object, an early form of deception and an indication that infants may hold more understanding of others’ minds than is typically assumed. Thus, studying humor can help provide a developmental account of early social understanding (Stack & Lewis, 2008).”

This film shows how infants are prosocial, they prefer helpfulness.

Hamlin et al.’s (2007; 2010; 2011; 2018) studies show infants are meaning-making and this arguably demonstrates a level of empathy as well as a preference for prosocial behaviour when infants were presented with a story of a circle wishing to reach the top of the hill, being helped up and being pushed down.

Our brain uses predictions to make sense of the world and ourselves and as parents,   we are helping shape our infants’ predictions – parents are very valuable (Feldman-Barrett 2017).

Ilyka, D., Johnson, M.H. and Lloyd-Fox, S., 2021. Infant social interactions and brain development: A systematic review. Neuroscience & Biobehavioral Reviews, 130, pp.448-469 explain lots about infant brain development, for example

“Interactions with others are an integral part of a person’s daily life from the moment of birth…

Humans are inherently a social species. In addition to being born with a set of predispositions to navigate the social world (Johnson et al., 1991; DeCasper and Fifer, 1980; Vouloumanos et al., 2010; Simion et al., 2008), the vast repertoire of infant’s social and communicative skills develops with experience within the context of interaction with other humans, in particular, with their caregivers (Legerstee, 2009)…

Most of the basic architecture supporting structural and functional organisation of the brain is present by the second birthday, followed by slow-paced “fine-tuning” and reorganisations of the major circuits and networks (review Gilmore et al., 2018). Specifically, the basic “wiring” of the brain in the form of major white matter tracts and white-matter structural networks is already established by the time of birth. So too are the highly correlated variations in grey-matter volumes observed across primary sensorimotor regions (Gilmore et al., 2018; Geng et al., 2017; Cao et al., 2017). Similarly, the developmental patterns of functional connectivity reveal somewhat mature network configurations of auditory, visual and sensorimotor functional networks before birth (Fransson et al., 2007; Lin et al., 2008; Gao et al., 2015). Early experiences and gene expression postnatally can further refine these primary circuits to be more efficient, leading towards a gradual improvement of other functional networks supporting various cognitive and perceptual functions (i.e. social processing) (Alcauter et al., 2014). Rooted in these primary sensory networks, the protracted experience-dependent development of higher-order parietal, frontal, and temporal brain areas as well as the maturation of white matter tracts (myelination) takes place postnatally (Gilmore et al., 2018; Geng et al., 2017; Emerson et al., 2016; Gao et al., 2015; Zielinski et al., 2010; Gogtay et al., 2004).

The early experiences that a child receives – both prenatally and postnatally (Miguel et al., 2019) – are embedded within the caregiving environment and may contribute to neural differentiation necessary for further neural reorganisations (Champagne and Curley, 2005). For example, neural attunement to specific types of stimuli that are repeatedly presented in the environment is heavily influenced by caregivers (see Maurer and Werker, 2013 for review)…

Adverse patterns of social experiences – in extreme cases institutionalization, neglect and abuse – are associated with structural and functional brain atypicalities (reviews McLaughlin et al., 2019; Belsky and De Haan, 2011; Teicher et al., 2003), for example, reduced cerebellar, grey and white matter volumes are already evident by early childhood (e.g. Sheridan et al., 2012; Eluvathingal et al., 2006; Bauer et al., 2009). However, even variations in normative caregiving environment can affect brain development in children who have not been exposed to extreme adversity. For example, a study with adults demonstrated that supportive parenting during early adolescence buffered against the adversities of poverty as reflected in the adult’s resting-state functional connectivity in both central executive and emotion-regulation networks (Brody et al., 2019). In contrast, negative or aggressive parenting was linked to alterations in the development of the prefrontal cortex in adolescents (Whittle et al., 2016).”