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Long-term associations with infant feeding in a clinically advantaged population of babies
1Department of Child Health, University of Bristol, St Michael's Hill.
Insights
Exclusive infant breast-feeding for over three months was linked to better educational outcomes. Children exclusively breast-fed showed higher vocabulary and cognitive test scores later in childhood.
Area of Science:
- Child Development
- Pediatrics
- Nutritional Science
Background:
- Infant feeding practices are crucial for child development.
- Previous studies suggest potential long-term effects of feeding methods.
- Understanding these effects requires rigorous study design to minimize bias.
Purpose of the Study:
- To investigate the long-term impact of infant feeding patterns on child development.
- To examine differences in educational ability and attainment based on infant feeding.
- To extend previous findings on developmental outcomes associated with breast-feeding versus bottle-feeding.
Main Methods:
- Utilized data from the 1970 British Births Survey with follow-ups at 5 and 10 years.
- Selected a subsample of infants exclusively breast-fed or bottle-fed for at least three months.
- Employed statistical analysis to identify associations between feeding patterns and developmental measures.
Main Results:
- Significant differences in educational ability and attainment were observed.
- Exclusive breast-feeding for over three months was associated with higher vocabulary scores at age five.
- Exclusive breast-feeding was also linked to higher British Ability Scales scores at age 10.
Conclusions:
- Exclusive breast-feeding for extended periods may positively influence long-term cognitive and educational development.
- Findings support and expand upon existing research on developmental disparities between breast-fed and bottle-fed children.
- Infant feeding choices can have lasting impacts on educational outcomes.
Abstract:
Information on infant feeding and child development was obtained from the 1970 British Births Survey and subsequent follow-ups at five and 10 years of age. A clinically advantaged subsample of infants who were either exclusively bottle-fed or exclusively breast-fed for at least three months were selected in order to minimise biases against a disadvantaged bottle-fed group. Only in the area of educational ability and attainment were differences observed as a function of the child's feeding patterns as an infant. Higher vocabulary test scores at five years and higher British Ability Scales test scores at 10 years were significantly associated with exclusive breast-feeding for more than three months. These data support and extend results obtained in previous studies on long-term developmental differences between breast-fed and bottle-fed children.