[A study on the mother-infant interaction in teaching and feeding situations]

This study was conducted to provide the basic information for nursing intervention in infant teaching and feeding situation. The subjects were 30 pairs of mother and her infant (9 month) who were normally delivered at 3 university hospital in Seoul area. The data collection was conducted by observation using videotaperecord from September 27, 1989 to February 26, 1990 in their home. The measurement tools used by this researcher were Nursing child Assessment Teaching scale (NCATS) and Nursing child Assessment Feeding Scale (NCAFS) which was developed by Barnard. The higher sum of "yes" score means the higher mother-infant interaction level. Mother-Infant interaction behaviors in both situations were based on 6 subcategories;sensitivity to cue, response to distress, social-emotional growth fostering, cognitive growth fostering, clarity of + cues, and responsiveness to parent. The data collected through above method were analyzed by mean and t-test and the results were as follows. 1. The sum of maternal behavior score was 40.2 out of 50.0 in teaching situation and 37.9 out of 50.0 in feeding situation. Out of the 4 subcategories on maternal behavior in both situation, the highest subcategory was shown by response to infant's distress and the lowest subcategory by cognitive growth fostering. 2. The sum of infant behavior score was 14.7 out of 23 in teaching situation and 17.9 out of 26 in feeding situation. Out of the 2 categories on infant behavior in both situation, the highest sub category was shown by the clarity of infant's cue in both situation. 3. There was a statistical significance between father's educational level and mother-infant interaction in teaching situation; college group was higher than high school group, particularly in category of sensitivity to infant's cue and cognitive growth fostering. 4. There was a statistical significance in teaching situation between mother's educational level and mother-infant interaction; college group was higher than high school group, particularly sensitivity to infant cue, social-emotional growth fostering and cognitive fostering. 5. There was no statistical difference in between parent educational level and mother-infant interaction in feeding situation.