EXCLUSIVE BREASTFEEDING AND SOCIAL-EMOTIONAL DEVELOPMENT IN EARLY YEARS: MOTHERS' AND TEACHERS' PERSPECTIVES

Abstract

Purpose: Evidence suggests that breastfeeding may influence children’s socio-emotional development; however, studies are limited and sometimes yield contradictory results. This study, based on mothers’ and teachers’ perspectives, aims to examine the impact of six months of exclusive breastfeeding on the socio-emotional and behavioural development of 3–4-year-old children attending daycare.

Methods: In this cross-sectional, correlational study, data on breastfeeding duration were collected via maternal reports based on recall. Behavioural data were obtained using the Strengths and Difficulties Questionnaire (SDQ), completed by both mothers and teachers. Potential confounding factors, including demographic variables, were accounted for. The study analyzed data from 212 preschool children, of whom 52.4% (n=111) were exclusively breastfed for six months, and 47.6% (n=101) were never breastfed.

Results: Breastfed children demonstrated higher levels of prosocial behaviour, whereas non-breastfed children exhibited higher levels of hyperactivity and behavioural difficulties. No significant differences were observed in emotional symptoms, conduct problems, or peer relationship issues. Even after adjusting for confounders, exclusive breastfeeding remained independently associated with reduced behavioural difficulties.

Conclusions: These findings suggest that breastfeeding, alongside positive parental interactions, independently protects against children’s emotional and behavioural difficulties. The results add to the growing body of evidence indicating that exclusive breastfeeding during the first six months may positively contribute to children’s socio-emotional development.