Objectives This paper explored whether preschooler's physical (body mass index and salivary cortisol levels) and psychological (internalizing/externalizing behaviors) well-being were predicted by economic hardship as has been previously documented, and further whether parental immigration-related stress and/or acculturation level moderated this relationship in low-income Latino families. Methods The sample for the current study included 71 children of Latino immigrants (M = 4.46 yrs, SD = .62). Parents completed questionnaires assessing immigration-related stress, acculturation level, economic hardship and child internalizing and externalizing behaviors. Child's BMI was also calculated from height and weight. Salivary cortisol samples were collected mid-morning and mid-afternoon at home on non-child care days. Salivary cortisol values were averaged and log transformed. Results Children's salivary cortisol was predicted by an interaction between economic hardship and acculturation, with lower cortisol values except when children were protected by both lower acculturation and lower economic hardship. Both internalizing and externalizing behaviors were predicted by an interaction between economic hardship and immigration-related stress, with highest behaviors among children whose parents reported high levels of both economic hardship and immigration-related stress. Conclusions The effects of economic hardship on the well-being of young children of Latino immigrants may depend on concurrent experiences of sociocultural stress, with detrimental effects emerging for these outcomes only when economic hardship and sociocultural stressors are high.

Research Findings Although there is a well-established relationship between economic stress and children’s self-regulation, few studies have examined this relationship in children of Hispanic immigrants (COHIs), a rapidly growing population. In a sample of preschool children (N = 165), we examined whether economic stress predicted teacher evaluations of children’s self-regulation, whether economic stress predicted children’s physiological reactivity (via cortisol levels), and whether economic stress had a similar effect on self-regulation and children’s cortisol for COHI versus nonimmigrant children. Greater economic stress was associated with poorer child self-regulation and heightened physiological reactivity across a challenging classroom task for the sample as a whole. However, when we examined children by group, greater economic stress was associated with poorer teacher-reported self-regulation for nonimmigrant children only. In contrast, greater economic stress was related to greater cortisol reactivity across a challenge task for COHIs but not for nonimmigrants. Practice or Policy Results demonstrate the importance of considering physiological indices of self-regulation (heightened stress physiology), in addition to traditional external indices (teacher report), when assessing self-regulation or risk more generally among preschool samples that are diverse in terms of ethnicity, economic risk, and parents’ nativity.

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Full-day center-based child care has repeatedly been associated with rising levels of cortisol, a hormone that helps the body manage challenge, across the day at child care. This article presents findings from two studies examining the relationship between child care program structure (number of days per week, and hours per day) and cortisol production across the day. Study 1 presents findings comparing cortisol production in 3- to 5-year-old children enrolled in either full-day (N = 55) or half-day (N = 63) Head-Start-funded programs. Study 2 presents findings comparing young children enrolled in either full-day full-time (5 days per week; N = 37) or full-day part-time (2–3days/week; N = 41) primarily tuition-funded programs. Using multilevel modeling and controlling for a number of child factors, attending full-day, full-time programs (as compared to either half-day or part-time programs) was associated with increased cortisol production across the day on child care and home days. Implications for early childhood educators are discussed.

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Developmental programming of the hypothalamic–pituitary–adrenal axis is theorized as a mechanism through which early life experiences are linked to later health outcomes. Despite the importance of understanding early stress responses, reliably eliciting stress responses in young children can be challenging. The current study measured salivary cortisol reactivity in a diverse sample of preschoolers. A standardized challenge paradigm was administered at home and at child care for each child, allowing for comparison of normative cortisol reactivity between settings. Results demonstrated that administration at home was associated with significant cortisol reactivity, while administration at child care was not. In comparison to white children, racially and ethnically diverse children exhibited lower cortisol reactivity in response to the home stressor. Results suggest that home‐based stress paradigms may be particularly effective at eliciting a stress response in this age range. Possible interpretations of differences by child race/ethnicity are discussed. Highlights Differential physiological responses to stress examined between home and childcare environments for a diverse sample of preschoolers. Significant cortisol reactivity was elicited at home but not at childcare, suggesting that home visits create a novel, naturalistic stressor for young children. Latinx and non‐Latinx minority children exhibited lower physiological reactivity in comparison to white children – cultural and methodological considerations are discussed.