Background: High maternal dietary intakes in pregnancy may lead to increased fetal growth and program neuroendocrine pathways that result in greater appetite, energy intake, and adiposity in offspring later in life. Few prospective dietary studies have explored this relation.Objective: The objective was to assess associations of maternal dietary intake in pregnancy and maternal and paternal dietary intake postnatally with child dietary intake and adiposity.Design: Dietary intakes of energy, protein, total fat, and carbohydrate were assessed prospectively in mothers during pregnancy, in mothers and their partners at 47 mo postnatally, and in children at 10 y (n = 5717 mother-child pairs prenatally, 5593 mother-child pairs postnatally, and 3009 father-child pairs). Child body composition was assessed at 9 and 11 y (n = 5725).Results: Maternal dietary intakes of protein, fat (when adjusted for energy intake), and carbohydrate in pregnancy were positively associated with child dietary intakes of the same nutrients, and these associations were greater than those observed for paternal dietary intake, which was not strongly associated with offspring diet. Associations of maternal prenatal-offspring intakes were stronger than those of maternal postnatal-offspring intakes for protein and fat. Greater child energy and macronutrient intakes were only associated with greater adiposity in children when adjusted for potential energy underreporting. Maternal diet during pregnancy was not associated with offspring adiposity or lean mass.Conclusion: The stronger prenatal maternal associations with child dietary intake, particularly protein and fat, compared with both paternal intake associations and maternal postnatal intake associations provide some evidence for in utero programming of offspring appetite by maternal intake during pregnancy.

Objective: To examine the associations between maternal education level and diet in 10-year-old children. Design: Three-day diet diaries (child completed with parental help) were collected. Height and weight were measured in research clinics. Maternal education level was derived from a questionnaire completed during pregnancy and classified into low, medium or high. One-way ANOVA was undertaken to compare maternal education groups for nutrient intakes and the Kruskal-Wallis test used for food consumption. Setting: Avon Longitudinal Study of Parents and Children (ALSPAC), Bristol, UK. Subjects: Children (n 7474) who provided dietary data at age 10 years. Results: A large proportion (60 %) of the sample was classified as plausible reporters, with under-reporting accounting for 36 %. No clear differences were found for intakes of energy or macronutrients between maternal education groups for plausible reporters. However, there were marked differences in micronutrient intakes especially for vitamin C, retinol equivalents and folate, highlighting lower diet quality with lower maternal education level. Intakes of fruit and vegetables showed a positive gradient with increasing maternal education (57 % v. 79 % consumed fresh fruit in low and high educational groups, respectively). A trend towards higher intake in the lower educated group was shown for less healthy foods (meat pies P , 0?001; sausages, burgers and kebabs P , 0?001).Conclusions: The quality of children's diet at 10 years was related to maternal education level. Lower maternal education was associated with less healthy food choices that could be detrimental to health. Further research is needed to establish if these associations can be explained by other socio-economic factors.

Objective: To derive dietary patterns using principal components analysis from separate FFQ completed by mothers and their teenagers and to assess associations with nutrient intakes and sociodemographic variables. Design: Two distinct FFQ were completed by 13-year-olds and their mothers, with some overlap in the foods covered. A combined data set was obtained. Setting: Avon Longitudinal Study of Parents and Children (ALSPAC), Bristol, UK.

Background/Objective: Complementary feeding is a critical developmental time for establishing variety, and appropriate feeding practices are important. These include recommendations for a maximum intake of sodium (salt), because of the potential harmful effect of excessive intake on the developing kidneys and blood pressure in later life. Sodium intakes were examined to establish, if inappropriate complementary feeding practices were contributing to high intakes. Subjects/Methods: Data were collected from a cohort of 1178 8-month-old infants born in 1991/92, participating in the Avon Longitudinal Study of Parents and Children, using a 3-day dietary records completed by their mothers. Sodium and energy intakes were calculated and infants were categorised into quartiles of sodium intake. Results: Majority of infants were first introduced to solids around 3-4 months, with plain baby rice, rusks and other cereals being the first foods consumed during complementary feeding. In the whole sample, 70% consumed in excess, of 400 mg sodium per day, the maximum UK recommendation for children up to age 12 months. The mean sodium intake for the highest quartile was 1060 mg per day. Infants in this quartile were often consuming cows' milk as a main drink; eating three times the amount of bread compared with the lowest quartile and used salty flavourings such as yeast extract and gravy. Conclusions: Sodium intakes in this cohort of infants were higher than recommendations. Clear and practical education is needed on complementary feeding practice for mothers highlighting what foods to introduce and when. Manufacturers have a responsibility to reduce the sodium content of food products.

As society continues to advocate an unrealistically thin body shape, awareness and internalization of appearance and its consequent impact upon self-esteem has become increasingly of concern, particularly in adolescent girls. School gender environment may influence these factors, but remains largely unexplored. This study aimed to assess differences between two different school environments in appearance attitudes, social influences and associations with self-esteem. Two hundred and twelve girls (M=13.8 years) attending either a single-sex or co-educational school completed measures on socio-cultural attitudes towards appearance, social support and self-esteem. Though marginal differences between school environments were found, significantly higher internalization was reported among girls at the co-educational school. School environment moderated relations between internalization and self-esteem such that girls in co-educational environments had poorer self-esteem stemming from greater internalization. Thus, in a single-sex school environment, protective factors may attenuate negative associations between socio-cultural attitudes towards appearance and selfesteem in adolescent girls.