A study protocol exploring synchrony between mother infant and therapist during shared reading with preterm infants in a neonatal unit

Early parent-infant interactions are crucial for socio-emotional development; however, interventions to enhance these interactions in the context of prematurity remain underexplored. This study aims to explore the effects of shared reading on mother-preterm infant synchrony. A single-center pre-post study will be conducted at Amiens University Hospital, involving 20 preterm infants (at birth between 25 and 33 GW and at inclusion between 34 and 36 GW) and their mothers. Synchrony will be assessed at multiple levels-hormonal, physiological, behavioral, and psychological-during interactive and non-interactive periods. We hypothesize that shared reading sessions enhance physiological synchrony during interactive periods compared with non-interactive periods. Additionally, we expect post-intervention increases in oxytocin and vasopressin levels, with greater behavioral synchrony during reading sessions. Psychological synchrony will be determined through correlations between empathic moments identified by observers and increased physiological and behavioral synchrony. The findings could inform neonatal care practices, emphasizing the importance of early targeted interventions to enhance parent-infant bonding and improve developmental outcomes.