Child Care and Early Education Research Connections
Skip to main content
Children's biological givens, stress responses, language and cognitive abilities and family background after entering kindergarten in toddlerhood
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. (author abstract)
Reports & Papers
Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.
You May Also Like
These resources share similarities with the current selection.
The dimensionality of language ability in young children
The cognitive development of young dual language learners: A critical review of the research
Self-regulation and toxic stress: A review of ecological, biological, and developmental studies of self-regulation and stress
Release: 'v1.16.1' | Built: 2022-09-26 15:52:06 EDT