OBJECTIVES. We explored whether breastfeeding was protective against maternally perpetrated child maltreatment.
METHODS. A total of 7223 Australian mother-infant pairs were monitored prospectively over 15 years. In 6621 (91.7%) cases, the duration of breastfeeding was analyzed with respect to child maltreatment (including neglect, physical abuse, and emotional abuse), on the basis of substantiated child protection agency reports. Multinomial logistic regression was used to compare no maltreatment with nonmaternal and maternally perpetrated maltreatment and to adjust for confounding in 5890 cases with complete data (81.5%). Potential confounders included sociodemographic factors, pregnancy wantedness, substance abuse during pregnancy, postpartum employment, attitudes regarding infant caregiving, and symptoms of anxiety or depression.
RESULTS. Of 512 children with substantiated maltreatment reports, >60% experienced ≥1 episode of maternally perpetrated abuse or neglect (4.3% of the cohort). The odds ratio for maternal maltreatment increased as breastfeeding duration decreased, with the odds of maternal maltreatment for nonbreastfed children being 4.8 times the odds for children breastfed for ≥4 months. After adjustment for confounding, the odds for nonbreastfed infants remained 2.6 times higher, with no association seen between breastfeeding and nonmaternal maltreatment. Maternal neglect was the only maltreatment subtype associated independently with breastfeeding duration.
CONCLUSION. Among other factors, breastfeeding may help to protect against maternally perpetrated child maltreatment, particularly child neglect.
Comments
Commentary
This study was thought provoking on how the same methods could be carried over to evaluate other areas of cognition such as visual perceptual skills or problem solving skills, which could also be affected by decreased ability to sustain attention to task. It would also be interesting to know what an older age cohort would look like and how this could possibly affect academics at a middle school age level, where children really are developing and using their executive functioning in their occupations as a student.
So much of a child's learning context in today's world revolves around electronic devices such as the television. Society has become fast paced with the economy at a low. Jago et al., conducted a 2011 study on maternal parenting styles of over 400 women. Of those women over seventy five percent worked either part-time or full time. This indicates that more women are working mothers, which may lead to less time spent directly rearing their children. This same study discussed the correlation between permissive parenting styles and increased television viewing time. "Results from this study suggest that, to reduce children's television viewing, both mothers and fathers should be encouraged to implement consistent strategies to restrict their child's sedentary behaviors", (Jago et al., 2011, p 576). It is apparent that these findings are related to the information presented in Lillard and Peterson's study. The importance of restricting a child's television viewing time is associated to promoting healthy cognitive development.
It would be foolish to suggest omitting television programming all together, as it does have a place in the educational context. However, as suggested by Kirkoria, Wartella, and Anderson, "well-designed, age- appropriate, educational television can be beneficial to children of preschool age." (2008, p.39). Studies have associated using media as an advantage to engage children in learning and the acquisition of new skills. However, non-purposeful television viewing, which may have detrimental effects on children's cognition, should be used by parents with caution.
As a master's level occupational therapy student at Utica College, soon to be entering the professional realm as a practitioner, this article stimulates some thought as to the need for proper parent training and education. From an occupational therapy perspective, our profession has placed great emphasis on the use of early intervention and family training to promote full participation of children in their own contexts. This information outlined in the article will be useful in the evidence based practice of family interactions to promote independence in occupation. It places value on the importance of promoting parenting styles that engage children in purposeful activity, while avoiding or limiting sedentary tasks which could hinder development of cognitive skills needed for success. Working with families that have children of a young age lays the foundation to build upon for success in academic, play and social development required for a successful future. This research by Lillard and Peterson lays substantial groundwork for further inquiry in many different realms of practice areas, including occupational therapy, education and developmental psychology alike.
Conflict of Interest:
None declared