The Influence of Exclusive Breastfeeding to Emotional Development of Children Aged 48-60 Months

Impaired emotional development is a problem faced by children and this can negatively impact on function, development and readiness of their school. Exclusive breastfeeding can meet brain development needs that affect child development. This study aimed to determine correlation between exclusive breastfeeding and emotional development of children aged 48-60 months. This study used historical cohort.The subjects of this study were 7-12-month old infants living in area of Borobudur Primary Health, Central Java Province, Indonesia in 2011-2012. Independent variable of exclusive breastfeeding was when infants received only breast milk without any supplementary food or drink including water since birth until the age of 6 months. Data were obtained from medical records of children. The emotional development was assessed directly by using questionnaires on emotional and mental problems. Data analysis used cox regression. This study found that provision of exclusive breast feeding was evidently correlated with the child’s emotional development. Infants who did not receive exclusive breastfeeding had 2.96 higher risk of having abnormal emotional development than infants who received exclusive breastfeeding. Exclusive breastfeeding greatly influences emotional development of the children

Vitamin D and Reduced Academic Stress of Health Students

Stress conditions can reduce academic ability, influencing student grade point averages and encouraging negative behaviors. The objectives of this study wasto discern the influence of vitamin D in the reduction of academic stress of health students. The study used a randomized controlled trial. The population was midwifery students who lived in the dormitory of Health Polytechnic of Ministry of Health, Yogyakarta, in 2017. Samples were 77 midwifery students who did not suffer from any chronic disease, nor experience academic stress. They all agreed to become study subjects. Of 39 respondents in a treatment group were administered 1 tablet of 400 mg vitamin D supplement daily, for 30 days. The control group was given placebo. Academic stress was assessed with the Depression, Anxiety, and Stress Scale 42 (DASS 42). Data were analyzed by using linear regression. The results showed that daily vitamin D supplement reduced academic stress (p-value < 0.05). One dose of 400 IU vitamin D daily for 30 days could reduce academic stress by 11.28 points. To reduce academic stress, students may consume vitamin D and expose their skin to sun rays with ultraviolet