Barns utveckling och mödrars arbete : en longitudinell studie av barns utveckling i relation till deras mödrars arbetsförhållanden

Sammanfattning: The aim of this thesis has been to examine the influence of the maternal work situation on the family role and child development. The issue of central interest was the longitudinal effects of maternal employment on childrens' cognitive and socio-emotional development. The study has Bronfenbrenner's ecological theory of development as a point of departure. Both indirect and direct influences on child development are concidered.128 children and their families in Stockholm and Göteborg participated. The children were appr. four years old when the data collecting started within the Family Support and Development project (FAST 1) and thirteen years old at the follow-up (FAST 2). The study is mainly based on information from questionnaires answered by teachers and mothers. Standardized aptitude tests were used in the first grade. Children's cognitive development and socio-emotional development were assessed the year before school start (7 years), at the end of the first grade (8 years) and sixth grade (13 years).Multivariate analyses such as hierarchical regression analysis, analyses of covariance and pathanalyses were used to examine how background variables and variables concerning mother’s work situation were related to child development.Results showed no significant correlation between level of employment and school achievement when mothers education, social class, family type and childs' gender was controlled. But the children's verbal facility and social confidence in school were rated higher if the mother had been working during preschool time. Analyses showed no significant longitudinal effect of level of employment when children were thirteen years old. Both teachers and mothers' ratings indicated that a positive perception of work conditions were related to a positive rating of child development Long term effects of employment were found. Children of mothers who had been satisfied with the combination work-family role were higher rated by teachers on school achievement, popularity, security and self-confidence.