BACKGROUND AND PURPOSE:Based on the Women, Work, and Wee Ones longitudinal study, mothers' likelihood of breastfeeding is examined across demographic and health variables. METHODS:Frequencies of breastfeeding and cosleeping by 285 mothers from the Women, Work, and Wee Ones cohort are reported as related to mothers' work schedule, marital status, or mother or infant health. CONCLUSIONS:Breastfeeding rates were about 30% across most maternal characteristics. The frequency of mothers' breastfeeding was higher when mothers were both breastfeeding and cosleeping (breastfeeding-cosleeping), in comparison with breastfeeding only, as evident for mothers with nonstandard work schedules. Cosleeping was common across all mothers. Breastfeeding rates were low, perhaps reflecting challenges of early care. Premature infants were more likely to be cosleeping than breastfeeding. Approximately 30% of mothers breastfed across the different factors examined. IMPLICATIONS FOR PRACTICE:The information may help nurse practitioners in addressing early care needs and supporting breastfeeding across groups. Younger mothers were least likely to breastfeed and reported higher frequency of cosleeping. Overall breastfeeding frequency was higher when mothers were cosleeping. Nurse practitioners may find it important to provide clear information about safe infant sleep and safe approaches to protecting infants.

This study adds to the growing literature linking children's experiences in the environment to individual differences in their developing skills in attention, memory. and planning. The authors asked about the extent to which stimulating and sensitive care in the family and in the child-care or school environments would predict these cognitive outcomes. The authors also questioned the primacy of experiences in the first 3 years of life. Data from a sample of 700 first graders whose experiences in the home and in child care or school were evaluated since early infancy revealed that the cumulative quality of the child-rearing environment was related to attention and memory but not to planning and that the quality of the family environment was more strongly associated with outcomes than was the quality of child care and of school. The quality of both children's early (6 through 36 months) and later (54 months and first grade) environments predicted performance on the attention and memory tasks.

What is the role of oral language in reading competence during the transition to school? Is oral language in preschool best conceptualized as vocabulary knowledge or as more comprehensive language including grammar, vocabulary, and semantics? These questions were examined longitudinally using 1,137 children from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development. Children were followed from age 3 through 3rd grade, and the results suggest that oral language conceptualized broadly plays both a direct and an indirect role in word recognition during the transition to school and serves as a better foundation for early reading skill than does vocabulary alone. Implications of these findings are discussed in terms of both theoretical models of early reading and practical implications for policy and assessment.

Data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care, a prospective, longitudinal study involving 933 children, were used to examine relations between cumulative participation in 5 types of out-of-school care (before- and after-school programs, extracurricular activities, sitters, fathers, and nonadult care) and child developmental outcomes in the latter part of first grade (approximately age 7 years). Children who consistently participated in extracurricular activities during kindergarten and first grade obtained higher standardized test scores than children who did not consistently participate in these activities, controlling for child and family factors and children's prior functioning. Participation in other types of out-of-school care was not associated with child functioning in first grade when background factors were controlled.

In the most comprehensive US study to date about connections among child care experiences, family factors, and children's early development, 1100 children have been followed from birth through age 7. The study's intent is to describe family and child care/school contexts of children's development and examine associations between contextual variations and children's developmental outcomes in social-emotional, cognitive, and physical health domains. By age 3, over 90% of the children had experienced regular nonmaternal care, and over 50% were regularly spending over 30 hours/week in care. Economic factors, family characteristics, and maternal attitudes all influenced the amount and nature of early nonmaternal care. Observed quality of nonmaternal care consistently predicted social-emotional and cognitive-linguistic outcomes during the first 3 years of life. Amount of time spent in nonmaternal care predicted some social-emotional outcomes. Type and stability of nonmaternal care had limited predictive value. Family factors, including maternal sensitivity, quality of home environment, and income, were more consistent predictors of children's outcomes than any aspect of early nonmaternal care experiences. (C) 2001 Elsevier Science Inc. All rights reserved.

In a sample of 138 couples, the present study examined whether individuals' marital functioning related to both their own and their partner's attachment: stance. Earned-secure wives managed their affect as well as continuous-secure wives during problem-solving discussions and better than preoccupied or dismissing wives. However, preoccupied and dismissing wives did not exhibit markedly different patterns of affect regulation in their marriages. Regarding individuals' marital functioning and partners' attachment stance, neither husbands' behavior nor perceptions related to their wives' attachment stance. However, wives of continuous-secure husbands exhibited more positive marital behavior than wives of dismissing and earned-secure husbands. Findings are discussed in terms of how attachment working models may account for both continuities and discontinuities between earlier caregiving experiences and functioning in adult relationships.

Observed interaction of couples during a problem-solving task and self-reports of spouses concerning their marriage were investigated before the birth of their first child and at 3, 12, and 24 months after the birth of the child. The study focuses on the impact of a first child's birth on the marriage. Hierarchical linear model analyses were performed Patterns of change in the marital relationship were related to whether the pregnancy was planned to depressive symptoms of spouses, to the couple's problem-solving behavior; and to the gender of the child.