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ERIC Number: ED455940
Record Type: Non-Journal
Publication Date: 1999-Nov
Pages: 3
Abstractor: N/A
Reference Count: N/A
Depressed Moms & Child Development. NCEDL Spotlights.
National Center for Early Development & Learning, Chapel Hill, NC.
This report summarizes findings from a longitudinal study of 1,215 mothers and children from 10 locations around the United States, focusing on the links between maternal depression and child outcomes. Families were followed from 1 month to 36 months after the birth of their child. Data collection methods included observations of mother-child play at 6, 15, 24, and 36 months, child cognitive and language testing at 36 months, and assessment of maternal depression using the Center for Epidemiological Studies Depression Scale. The findings indicate that children of depressed mothers performed more poorly on measures of school readiness, verbal comprehension, and expressive language skills at 36 months than children of mothers who never reported depression. Children of mothers who had more prolonged depression were seen as less cooperative, and their mothers reported the children had more problem behaviors than children whose mothers were never depressed. Children of mothers who were depressed some of the time fell in between these two groups. Children whose mothers were more sensitive did better on cognitive and language tests, and were more helpful during toy clean-up. Their mothers also reported them to be more cooperative and to have fewer problem behaviors, regardless of mothers' level of depression. Lower maternal sensitivity partly explained their children's poorer school readiness, verbal comprehension, and expressive language, and higher rates of problem behavior. (KB)
Frank Porter Graham Child Development Center, University of North Carolina-Chapel Hill, CB#8185, Chapel Hill, NC 27599-8185. Tel: 919-966-0867; Web site:
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Center for Early Development & Learning, Chapel Hill, NC.