Children's biological givens, stress responses, language and cognitive abilities and family background after entering kindergarten in toddlerhood

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Suhonen , E , Sajaniemi , N K , Alijoki , A & Nislin , M A 2018 , ' Children's biological givens, stress responses, language and cognitive abilities and family background after entering kindergarten in toddlerhood ' , Early Child Development and Care , vol. 188 , no. 3 , pp. 345-358 . https://doi.org/10.1080/03004430.2016.1218157

Title: Children's biological givens, stress responses, language and cognitive abilities and family background after entering kindergarten in toddlerhood
Author: Suhonen, Eira; Sajaniemi, Nina K.; Alijoki, Alisa; Nislin, Mari A.
Other contributor: University of Helsinki, Department of Education
University of Helsinki, Department of Education
University of Helsinki, Department of Education
University of Helsinki, Department of Education
Date: 2018
Language: eng
Number of pages: 14
Belongs to series: Early Child Development and Care
ISSN: 0300-4430
DOI: https://doi.org/10.1080/03004430.2016.1218157
URI: http://hdl.handle.net/10138/325385
Abstract: We aimed to investigate stress response regulation, temperament, cognitive and language abilities and family SES in children who entered kindergarten before two years of age. Whilst childrens stress regulatory systems are vulnerable to environmental influences little is known about how temperament and family characteristics impact on stress regulation in early years. Participants were 129 children (age 7 to 23 months) from 29 kindergartens. Stress response regulation was assessed by measuring salivary cortisol and alpha-amylase activity. Cognitive and language abilities were assessed using Bayley-III and children temperament with ECBQ-questionnaire. Family characteristics were assessed with surveys. Results suggest that children are alerted during kindergarten day, but their stress response regulation is balanced. Girls and boys differed in cognitive and language abilities. We propose that childrens individual needs should be better acknowledged in kindergartens.
Subject: Stress response regulation
early childhood education
temperament
cognitive and language abilities
salivary cortisol and alpha-amylase
family SES
SALIVARY ALPHA-AMYLASE
RESPIRATORY SINUS ARRHYTHMIA
NERVOUS-SYSTEM ACTIVITY
EARLY-CHILDHOOD
DEVELOPMENTAL-CHANGES
BEHAVIOR PROBLEMS
DIURNAL PATTERNS
CORTISOL-LEVELS
TEMPERAMENT
REACTIVITY
516 Educational sciences
515 Psychology
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