First-time mothers' knowledge and beliefs regarding early communication development

Abstract

Limited literature exists in the Australian context about first-time mothers' knowledge of early communication milestones, their strategies to facilitate speech and language development and understanding of the relationship between early communication skills and future development. A cross-sectional online survey was administered to 53 first-time mothers using SurveyMonkey^®. Most participants had a single child between 0 and 12 months old, lived in outer regional areas and were tertiary educated. Friends were a greater source of information than health professionals and mothers varied in their knowledge of early communication milestones. Mothers were aware of a range of strategies to help their child learn communication skills. Thematic analysis revealed first-time mothers had a high level of insight into the importance of early communication development for future learning and social/emotional well-being. The findings indicate a need for increased information provision to first-time mothers regarding early communication development.

Keywords:

• communication development
• first-time
• stimulation
• maternal knowledge
• information source

Notes on contributors

Vicki Williams completed a Bachelor of Speech Pathology (Honours) degree at James Cook University, in December 2012. Following graduation Vicki begins employment with the Queensland Department of Education, Training and Employment in Bundaberg, Queensland. She has an interest in early childhood communication development.

Wendy M. Pearce is a senior lecturer at James Cook University and teaches in the areas of paediatric speech and language impairments. She has a Bachelor of Applied Science (Speech Pathology) and gained a PhD from Flinders University, after gaining more than 20 years experience working with children in early childhood settings and schools in South Australia. She has an interest in expanding knowledge about communication skill development, difference and disorder, and in exploring implications for management by speech pathologists, health and educational professionals.

Sue Devine is a senior lecturer at James Cook University and teaches in the areas of health education, health promotion and rural and remote health. She is trained in general nursing and midwifery and has completed a Master of Public Health and Tropical Medicine, a Post Graduate Diploma in Health Promotion, a Graduate Certificate in Tertiary Teaching and a Doctorate of Public Health. Sue has been working in health promotion and education roles throughout rural north Queensland since 1992 and prior to this, worked in Western Australia.