Arace Angelica, Agostini Protima
Department of Philosophy and Education Sciences, University of Turin, 10124 Turin, Italy.
Children (Basel). 2026 Feb 5;13(2):227. doi: 10.3390/children13020227.
: Breastfeeding is widely acknowledged for its benefits to child development and maternal well-being. Yet breastfeeding practices often decline during early childhood transitions, particularly when children enter early childhood education and care (ECEC) services. Research has largely concentrated on healthcare contexts, leaving the educational domain comparatively underexplored in its potential to sustain or hinder breastfeeding continuation. This cross-sectional study examines associations between maternal beliefs regarding the value of breastfeeding and personal, relational, and contextual factors related to breastfeeding continuation within ECEC settings. It also incorporates educators' perspectives and situates breastfeeding practices within the broader framework of parental ethnotheories. : The study formed part of a pilot parental engagement initiative involving 17 childcare centers in Northern Italy, designed to promote dialogue and supportive practices around breastfeeding within ECEC services. This context is acknowledged when interpreting findings related to organizational climate and educator perspectives. Participants included 490 mothers of children enrolled in ECEC services and 118 educators. Mothers completed questionnaires assessing breastfeeding beliefs and experiences, co-sleeping practices, perceived social support, and parental ethnotheories (independence versus interdependence). Educators reported on their experiences in supporting breastfeeding within the childcare context. Analyses included descriptive statistics, analyses of variance, chi-square tests, and binary logistic regression to examine factors associated with breastfeeding continuation. : Mothers strongly endorsed the developmental benefits of breastfeeding and expressed greater alignment with caregiving practices emphasizing interdependence and physical proximity. Continued breastfeeding within childcare settings correlated with interdependence-oriented ethnotheories, younger child age, and higher engagement in co-sleeping practices. Educators reported generally positive views of breastfeeding in childcare, highlighting its contribution to children's emotional security and maternal calm, alongside its negligible impact on educational organization. : ECEC services play a crucial role in sustaining breastfeeding beyond the domestic sphere. Relational practices and organizational climates that welcome breastfeeding can foster continuity of care, strengthen parental engagement, and promote child well-being.
母乳喂养对儿童发育和母亲健康有益，这一点已得到广泛认可。然而，在幼儿过渡阶段，母乳喂养行为往往会减少，尤其是当孩子进入幼儿教育和照料（ECEC）服务机构时。研究大多集中在医疗保健环境，而教育领域在维持或阻碍母乳喂养延续方面的潜力相对较少受到探索。这项横断面研究考察了母亲对母乳喂养价值的信念与ECEC环境中与母乳喂养延续相关的个人、关系和环境因素之间的关联。研究还纳入了教育工作者的观点，并将母乳喂养行为置于更广泛的父母民族理论框架内。
该研究是一项试点家长参与倡议的一部分，涉及意大利北部的17个儿童保育中心，旨在促进ECEC服务机构围绕母乳喂养的对话和支持性做法。在解释与组织氛围和教育工作者观点相关的研究结果时，会考虑到这一背景。参与者包括490名在ECEC服务机构注册儿童的母亲和118名教育工作者。母亲们完成了问卷调查，评估母乳喂养信念和经历、同睡习惯、感知到的社会支持以及父母民族理论（独立与相互依赖）。教育工作者报告了他们在儿童保育环境中支持母乳喂养的经历。分析包括描述性统计、方差分析、卡方检验和二元逻辑回归，以考察与母乳喂养延续相关的因素。
母亲们强烈认可母乳喂养对发育的益处，并表示更认同强调相互依赖和身体亲近的育儿做法。在儿童保育环境中持续母乳喂养与以相互依赖为导向的民族理论、孩子年龄较小以及更高频率的同睡习惯相关。教育工作者报告了对儿童保育中母乳喂养的普遍积极看法，强调其对儿童情感安全感和母亲平静情绪的贡献，以及对教育组织的影响可忽略不计。
ECEC服务机构在家庭之外维持母乳喂养方面发挥着关键作用。欢迎母乳喂养的关系性做法和组织氛围可以促进持续照料、加强家长参与并促进儿童福祉。
