Despite the theoretical support linking parental mentalization to child affect regulation and self-organization (McMahon & Bernier, 2017; Regueiro et al., 2022), few studies have examined this relationship (Nikolić et al., 2022; Zeegers et al 2018). These studies provide some evidence of an association between parents’ use of mind-mindedness (MM) in interaction with infants and toddlers during low-stress paradigms, such as free play, and child self-regulation. The focus on interactional MM in infancy and toddlerhood stems from the decline in mind-related comments as children age (Meins & Fernyhough, 2015) (Meins & Fernyhough, 2015). However, as children grow up, parental MM becomes particularly relevant during emotionally-charged situations, where heightened child arousal and discomfort may hinder the expression of internal states. Caregiver MM may play a critical role in distressing situations that challenge a child’s self-regulatory capacity.

Our aim was to investigate parents' propensity to use MM comments in order to comprehend and attempt to regulate their children’s emotions during a performance task that was designed to elicit self-conscious emotions, like shyness. We also examined if parent’s perceptions about the emotional quality of their relationship with the child interact with MM and influence children's shyness. Participants were 64 mother-child dyads. MM and different types of shyness were coded during this performance task. Shyness was conceptualized based on the social motivation model and data, showing that some children will express an approach-dominant, adaptative form of shyness (positive shyness), while others an avoidant, less adaptative one (negative shyness). The results revealed that misinterpretations of the child’s mental states were positively associated with negative shyness. The beneficial contribution of maternal accurate MM was not observed on child ability to regulate shyness when parent-child relationship was perceived as highly dysfunctional. These findings add novel empirical evidence regarding the complex relations between MM and child affect regulation.

Mind-mindedness refers to the parents’ ability to treat babies or young children as individuals with distinct thoughts, feelings, and intentions, rather than just physical needs. As children grow, parents’ mind-mindedness should evolve to understand more complex mental states in challenging interactions. Investigating parents’ mind-mindedness in such situations, while considering the child’s mentalizing ability, offers valuable insights into the development of parental mentalizing as children grow older. This study aimed to: (1) test the association between two measured of mind-mindedness—representational and interactional—in mothers and fathers, as well as the degree of concordance between parents; (2) examine how parents’ use of mind-mindedness comments differs in pleasant versus stressful interactions; and (3) explore the relations between both parents’ mind-mindedness and their child’s Theory of Mind (ToM).

Participants included 100 families (father, mother, and first-born child; 7.5 years). Parents’ representational mind-mindedness was assessed using the “describe-your-child” procedure. Interactional mind-mindedness was evaluated during two interactions between parents and their child: planning a holiday (pleasant) and discussing a recent conflict (stressful). Children’s ToM was measured using a standardized ToM battery.

Preliminary results show positive correlations between fathers’ and mothers’ representational mind-mindedness (r=.29) and interactional mind-mindedness in pleasant (r=.35) and stressful (r=.46) tasks. Fathers’, but not mothers’, representational and interactional mind-mindedness correlated (r=.24). No significant differences were found between mothers and fathers in the use of representational mind-mindedness. A repeated-measures ANOVA revealed a significant interaction effect of parent (mother, father) and situation (pleasant, stressful), F(1, 87) = 8.94, p= .004, ηp²= .093. Results show that mothers used significantly more mind-related comments in stressful than pleasant situations, compared to fathers. The relationship between parents’ mind-mindedness and children’s ToM will be further analyzed using multiple regression models, considering valence, and gender. Results will be discussed in terms of intra-family mentalization and extending mind-mindedness research beyond early childhood.

The interaction between parent and child in separation situations plays a critical role in the first transition to early childhood education and care (ECEC). This interaction is not only essential for the child’s adaptation but also for fostering a secure attachment relationship and strengthening mutual engagement. However, less attention has been paid to understanding the separation moment specifically through the lens of parent-child interaction.

The study being presented aimed to explore how the separation situations unfolds between toddlers, parents, and ECEC professionals, focusing on interactional sequences, parental emotional availability (EA), and its relationship to parental reflective functioning (PRF), self-efficacy, and psychological well-being. The study involved 21 toddlers, their parents, and ECEC professionals across 16 ECEC centers in Finland. A multi-methodological approach was used to analyze video-recorded interactions, interviews, and questionnaire responses. The results emphasized the dyadic interaction between toddlers and parents dominated early separation moments, with ECEC professionals joining later. Parental EA differed between separation and home contexts, suggesting that while EA is somewhat consistent, situational factors and toddlers’ reactions might influence parental sensitivity and responsiveness. Higher PRF was associated with higher EA and sensitivity in both separation and home context. Transitional phases are significant threshold situations in which vulnerabilities can become activated; therefore, research knowledge and preventive actions at this point are of great importance.

The presentation explores the study findings through the concepts of parental implicit and painful mentalization, aiming to build an understanding of why initial separation situations from their toddler may be particularly challenging for some parents. Additionally, the presentation aims to highlight the connection between implicit mentalization and the everyday separation situations many parents face, where the parent may potentially experience stress while simultaneously being required to provide emotional regulation support for their toddler.

There is some evidence that ECEC professionals’ competence to reflect on mental states (i.e., mentalization) positively predicts the quality of adult-child interaction, relationships, and child development. However, the evidence on ECEC student teachers enrolled in higher education programs is limited. The paper reports in-service and pre-service intervention findings among Finnish ECEC professionals.

In the first study, six ECEC professionals with varying qualifications and work experience participated in face-to-face on-site VERP (Video Enhanced Reflective Practice) training. The findings on in-service professionals showed no increase in mental state talk observed during reflective group discussions or in self-perceived interaction skills. However, more encouraging intervention effects were found among two groups of undergraduates studying in a bachelor’s degree program in ECEC teacher education. The groups consisted of unexperienced (n=21) and experienced (n=15) ECEC students who had a caregiver vocational qualification and some work experience. The VERP training was integrated in existing study modules, which were based on blended learning, i.e., web-mediated online evidence-based lectures and tutorials in group meetings, face-to-face on-site practices, and independent work.

In the autumn term during the study module on supporting children’s language and cognitive development, the student teachers’ talk about cognitive states observed during reflective group discussions increased. Moreover the experienced students improved in observed cognitive state talk during interaction with children, whereas the unexperienced students perceived their relationships with children more positive. The intervention for the experienced students continued in spring term during a study module on supporting children’s social and emotional development. The findings showed an increase in emotion state talk during reflective group discussions but not in interaction with children. In both groups, the students perceived improvement their interaction skills. The VERP training seems to be effective when combined with evidence-based content and teaching methods. However, more focus on emotional states is needed in future interventions.