The Relation between Maternal Work Hours and Cognitive Outcomes of Young School-Aged Children

AbstractObjectivePrevious studies on maternal work hours and child diet quality have reported conflicting findings possibly due to differences in study design, lack of a comprehensive measure of diet quality and differing ages of the children under investigation. The present study aimed to prospectively examine the impact of parental work hours from age 1 year to age 14 years on adolescent diet quality.DesignMultivariate linear regression models were used to examine independent associations between parents’ work hours at each follow-up and across 14 years and adolescent diet quality at age 14 years. A diet quality index was based on the international literature and Australian recommendations, consisting of six food groups and nine nutrients.SettingPerth, Western Australia.SubjectsChildren (n 1629) participating in the Western Australian Pregnancy Cohort (Raine) Study.ResultsCompared with children of mothers in full-time employment, children of mothers who were not employed in early childhood up to age 5 years had a higher average diet quality score at age 14 years, independent of maternal and family socio-economic status. Across 14 years the number of years the mother worked full time and increasing average weekly hours were associated with lower diet quality. Father's work hours had little association with adolescent diet quality.ConclusionsHaving a mother stay at home in early to middle childhood is associated with better diet quality in adolescence. Support may be beneficial for families where the mother returns to full-time employment before the child reaches 8 years of age.

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Do Infant Motor Skills Mediate the Association Between Positional Plagiocephaly/Brachycephaly and Cognition in School-Aged Children?

Physical Therapy ◽

10.1093/ptj/pzaa214 ◽

2020 ◽

Author(s):

Brent R Collett ◽

Erin R Wallace ◽

Cindy Ola ◽

Deborah Kartin ◽

Michael L Cunningham ◽

...

Keyword(s):

Motor Skills ◽

Motor Development ◽

Verbal Ability ◽

Cognitive Outcomes ◽

Fine Motor ◽

Positional Plagiocephaly ◽

Gross Motor ◽

School Aged Children ◽

History Of ◽

Nonverbal Ability

Abstract Objective Positional plagiocephaly/brachycephaly (PPB) is associated with lower cognitive scores in school-aged children. This study tested the hypothesis that infant motor skills mediate this association. Methods Children with a history of PPB (“cases,” n = 187) and without PPB (“controls,” n = 149) were followed from infancy through approximately the age of 9 years. Infant motor skills were assessed using the Bayley Scales of Infant and Toddler Development, 3rd edition (Bayley-3), and cognition was assessed using the Differential Ability Scales, 2nd edition (DAS-2). The Bayley-3 motor composite was examined as a mediator of the association between PPB and DAS-2 general cognitive ability (GCA) scores. In secondary analyses, mediation models were examined for the DAS-2 verbal ability, nonverbal ability, and working memory scores, and models using the Bayley-3 fine versus gross motor scores also were examined. Results Cases scored lower than controls on the DAS-GCA (β = −4.6; 95% CI = −7.2 to −2.0), with an indirect (mediated) effect of β = −1.5 (95% CI = −2.6 to −0.4) and direct effect of β = −3.1 (95% CI = −5.7 to −0.5). Infant motor skills accounted for approximately 33% of the case–control difference in DAS-2 GCA scores. Results were similar for other DAS-2 outcomes. Evidence of mediation was greater for Bayley-3 gross motor versus fine motor scores. Conclusions Infant motor skills partially mediate the association between PPB and cognition in school-aged children. Monitoring motor development and providing intervention as needed may help offset associated developmental concerns for children with PPB. Impact This study is the first longitudinal investigation of the development of children with and without PPB from infancy through the early school years, and the first to examine motor skills as a mediator of cognitive outcomes in this population. The findings highlight the importance of early motor skills for other developmental outcomes.

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Bullying Behavior, Parents’ Work Hours and Early Adolescents’ Perceptions of Time Spent With Parents

Youth & Society ◽

10.1177/0044118x10388261 ◽

2010 ◽

Vol 43 (4) ◽

pp. 1570-1595 ◽

Cited By ~ 11

Author(s):

C. André Christie-Mizell ◽

Jacqueline M. Keil ◽

Mary Therese Laske ◽

Jennifer Stewart

Keyword(s):

School Performance ◽

Home Environment ◽

Early Adolescents ◽

Work Hours ◽

Sufficient Time ◽

Cross Sectional ◽

Change Models ◽

Maternal Work ◽

Bullying Behavior

This research investigates the relationships among bullying behavior, mother’s and father’s work hours, and early adolescents’ perceptions of whether they spend sufficient time with their parents. In cross-sectional models, we find maternal work hours are modestly associated with increases in bullying behavior. However, in more rigorous change models, our findings indicate that over time maternal work hours bear no direct relationship to bullying behavior. Moreover, in our final models, an interaction between father’s work hours and perceptions of time spent with him has one of the most robust associations with bullying for adolescents. When paternal employment is full- or overtime and youth perceive they do not spend enough with their fathers, bullying behavior increases. Other important factors that shape bullying behavior are the quality of the home environment and the adolescent’s school performance.

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