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. |
Contributor organization: | 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 |
Peer reviewed: | Yes |
Rights: | unspecified |
Usage restriction: | openAccess |
Self-archived version: | acceptedVersion |
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