Until the Second World War, it was unthinkable for a married woman of the working or middle class to disgrace her husband by working after marriage, because her employment indicated that he was a poor provider

The time-use studies also show that employed women spend as much time as nonworking women in direct interactions with their children. Employed mothers spend as much time as those at home reading to and playing with their young children, although they do not, of course, spend as much time simply in the same room or house with the children.

Mothers have not always had the most important role in their children's upbringing, when they had other economic roles to play. Inpast centuries, fathers were the key parent in the upbringing of the next generation, because moral training, not emotional sensitivity, was thought to be central to successful child-rearing. Mothers were thought to corrupt their little ones with too much affection and not enough stern training.

Mothers and fathers act in mostly similar ways toward their young children. Psychologists are still highlighting small differencesrather than the overwhelming similarities in parents' behaviors. I think this is a hangover from the 1950s re-emergence of father as a parent. He has to be special. The best summary of the evidence on mothers and fathers with their babies is that young children of both sexes, in most circumstances, like both parents equally well. Fathers, like mothers, are good parents first and gender representatives second.

Babies need social interactions with loving adults who talk with them, listen to their babblings, name objects for them, and give them opportunities to explore their worlds.

Babies learn most of what they know from interactions with their parents, but not of the formal, instructional variety. Babies learn from spontaneous, everyday events--the mailman at the door with a package to open...all of which need adult interpretation. They are real events of interest and concern to babies and young children....By contrast, infant education is artificial and out of context.

Each era invents its own child. Over the past 500 years, conceptions of the child changed gradually from an ill-formed adult who must be subjugated to society's goals to a precious being who must be protected from unreasonable social demands. Childhood has come to be seen as a special period of life, rather than as a temporary state of no lasting importance for adulthood.