Children’s Cognitive Development and Breastfeeding: Synthesis and Review of Literature

Authors

  • Owoade Philip Adeleke Department of Special Education, University of Calabar, Calabar, Nigeria
  • Joseph Odey Ogabor Department of Human Kinetics and Health Education, University of Calabar, Nigeria
  • Samuel Okpon Ekaette Department of Educational Management, University of Calabar, Calabar, Nigeria
  • Samuel Orim Orim Department of Special Education, University of Calabar, Calabar, Nigeria
  • Joy Sade Okoye Department of Special Education, University of Calabar, Calabar, Nigeria
  • Francis Ademola Sanda Department of Curriculum and Teaching, University of Calabar, Calabar, Nigeria
  • James Abua Ewa Department of Special Education, University of Calabar, Calabar, Nigeria
  • Lazarus Ishifundi Udie Department of Special Education, University of Calabar, Calabar, Nigeria
  • Augustine Undiugweundemaye Ani Department of Special Education, University of Calabar, Calabar, Nigeria
  • Raymond Ogbebe Ogar Department of Special Education, University of Calabar, Calabar, Nigeria
  • Precilla Alu Olofu Department of Special Education, University of Calabar, Calabar, Nigeria
  • Emmanuel Umiuya Ikwen Department of Special Education, University of Calabar, Calabar, Nigeria
  • Nna Ene Utenghe-Obong Department of Educational Management, University of Calabar, Calabar, Nigeria
  • Bernard Atrogor Oko Department of Curriculum and Teaching, University of Calabar, Calabar, Nigeria

DOI:

https://doi.org/10.6000/1929-4247.2026.15.02.3

Keywords:

Breastfeeding, cognitive development, children

Abstract

This literature review synthesizes empirical evidence from 10 studies published between 2016 and 2025 to examine the relationship between breastfeeding and cognitive development in early childhood. The review aims to elucidate the extent to which breastfeeding influences cognitive outcomes while accounting for moderating factors such as socioeconomic status, maternal education, and genetic predispositions. Utilizing a systematic methodology, the review analyzes study designs, sample characteristics, measurement tools, and key findings. Results indicate a consistent positive association between breastfeeding duration and cognitive performance, particularly in language and executive functions, although this association is moderated by environmental and familial factors. Limitations include potential confounding variables, reliance on self-reported data, and variability in assessment methods. The review concludes that breastfeeding may be a significant contributor to early cognitive development, warranting policies that promote breastfeeding. Future research should focus on longitudinal designs and causal mechanisms to better understand this relationship.

References

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Published

2026-04-10

How to Cite

Adeleke, O. P. ., Ogabor, J. O. ., Ekaette, S. O. ., Orim, S. O. ., Okoye, J. S. ., Sanda, F. A. ., Ewa, J. A. ., Udie, L. I. ., Ani, A. U. ., Ogar, R. O. ., Olofu, P. A. ., Ikwen, E. U. ., Utenghe-Obong, N. E. ., & Oko, B. A. . (2026). Children’s Cognitive Development and Breastfeeding: Synthesis and Review of Literature. International Journal of Child Health and Nutrition, 15(2), 89–93. https://doi.org/10.6000/1929-4247.2026.15.02.3

Issue

Vol. 15 No. 2 (2026)

Section

General Articles

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