Morning‐to‐Afternoon Increases in Cortisol Concentrations for Infants and Toddlers at Child Care: Age Differences and Behavioral Correlates

Watamura, Sarah Enos; Donzella, Bonny; Alwin, Jan; Gunnar, Megan R.

doi:10.1111/1467-8624.00583

Cited by 258 publications

(242 citation statements)

References 44 publications

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“…We found the existence of the Preschool Effect on three cortisol measures in autumn and in one cortisol measure in spring; moreover, there was a day care centre effect on attention. We did not measure the quality of the learning environment in this study, but earlier findings suggest that the pre-school environment is challenging for some children and may have a negative effect on their stress regulation [38,42,43]. In our previous studies, we found that high quality day care was correlated with lower levels of measured cortisol on afternoon, comparable to Pre-school measure in this study.…”

Section: Discussionsupporting

confidence: 46%

Changes and Stability in Daily Cortisol Values and Their Correlation to Attention Measured In a Prolonged Working Task among Finnish Six-Year-Old Day-Care Children

2014

J Child Adolesc Behav

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Recently, there has been growing interest in studying stress reactivity in children which is usually accomplished by detecting atypical daily patterns of salivary cortisol. It is assumed that chronic high or low levels of stress hormones are detrimental to attentional performance, a behaviour strongly suggested to be at the core of learning. In the present study, we firstly examined the stability of daily changes in the stress hormone, cortisol. The levels of cortisol were measured five times per day, during one day in autumn and one day in spring. The second aim of our study was to explore whether attention measured in prolonged working tasks was associated with daily cortisol change. Three day care centres in Metropolitan Helsinki, Finland participated in this study and 59 6-year-old preschool children (24 girls, 35 boys) comprised the study sample. The results revealed that the children's daily cortisol variation-in particular, from morning to pre-school and from morning to evening show stability-and this stability was detectable over a six-month period. Children who had lower daily variation in cortisol values in both autumn and spring demonstrated poorer attention. We discuss possible explanations for these findings and implications for early identification.

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Section: Discussionsupporting

confidence: 46%

Changes and Stability in Daily Cortisol Values and Their Correlation to Attention Measured In a Prolonged Working Task among Finnish Six-Year-Old Day-Care Children

2014

J Child Adolesc Behav

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“…The study found that the level of the anxiety hormone Cortisol among children in family care and daycare settings rose during the time they spent in group care compared to children who were cared for individually at home (Gunnar, Kryzer, Van Ryzin & Phillips, 2010;Watamura, Donzella, Alwin & Gunnar, 2004). This was the case whether the child was cared for by the mother or by any other person replacing her.…”

Section: Discussionmentioning

confidence: 95%

“…The results of these studies are supported by international research literature (e.g., Chetty et.al., 2010;DeSchipper, Riksen-Walraven & Geurts, 2006;Gunnar, Kryzer, Van Ryzin & Phillips, 2010;Ispa, 1995;Lunn-Brownlee, Johansson, Cobb-Moore, Boulton-Lewis, Walker & Ailwood, 2013;Schweinhart & Fulcher-Dawson, 2009;Susman-Stillman, Pleuss & Englund, 2013;Theobald, Danby & Ailwood, 2011;Watamura, Donzella, Alwin & Gunnar, 2004). …”

mentioning

confidence: 99%

Perceptions Regarding the Care and Education of Children from Birth to Age Three among Students of Early Childhood Education: Changes between Pre-training and Post-training

Russo-Zimet¹,

Gilat²

2017

JETS

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Many theoreticians focus on understanding the belief system regarding the mind of the learner -The Mind Theory. Olson & Brunner (1996) referred to this belief system as "folk psychology". They named the processes required to promote learners' knowledge and understanding "folk pedagogy". In their opinion, folk pedagogy reflects the learners' folk psychology. In other words, the study of folk psychology has focused on how everyday people-those without formal training in the various academic fields of science-go about attributing mental states. This domain has primarily been centered on intentional states reflective of an individual's beliefs and desires.The present study set up to characterize the folk psychology (contains expressions and summaries of various settings as a way of informally shaping quite general meanings or organizing experience) and the folk pedagogy, which deals with where, when and why people teach or educate one another in various ways for the sake of making out of things (Olson & Bruner, 1996) in early childhood education students with respect to education and care during the first three years of life and examine whether these views change during the course of their formal education.The sample comprised of 379 students of education majoring in early childhood education at three colleges in Israel. Data was gathered by a structured questionnaire examining five domains: the impact of year of life on child development, domains affecting child development, care and educational settings, care and educational methods and the role of caregivers. The findings reveal that the perceived influence of family care centers and daycare centers influence on child development decreases between the beginning and the end of their studies. The perceived effectiveness of coping through awareness increased, while strict coping methods were perceived as less effective after the training.

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“…Watamura et al (2003) reported on some physiological correlates of child care, suggesting that toddlers in nonparental care may experience more stress by the afternoon hours than do those who are in maternal care. Effects of nonparental care may be mitigated by the quality of peer interaction they experience.…”

Section: Introductionmentioning

confidence: 99%

Health of School-Aged Children in 11+ Hours of Center-Based Care

Anme¹,

Shinohara²,

Sugisawa³

et al. 2012

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With increasing numbers of women joining the evening/nighttime and extended-hour workforce, there is a need for quality childcare during these hours. This project, conducted in Japan, sought to compare the effects of expanded child-care on the health of 271 school-aged children. Parents completed a survey on the childrearing environment at home, their feelings of self-efficacy, and the presence of support for childcare; and childcare professionals evaluated the development of these school-aged children. Children responded to questions regarding their health. Results of the multiple regression analysis indicate that factors in the home environment, not length of time in center-based care, explained health risks at school age.

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Morning‐to‐Afternoon Increases in Cortisol Concentrations for Infants and Toddlers at Child Care: Age Differences and Behavioral Correlates

Cited by 258 publications

References 44 publications

Changes and Stability in Daily Cortisol Values and Their Correlation to Attention Measured In a Prolonged Working Task among Finnish Six-Year-Old Day-Care Children

Changes and Stability in Daily Cortisol Values and Their Correlation to Attention Measured In a Prolonged Working Task among Finnish Six-Year-Old Day-Care Children

Perceptions Regarding the Care and Education of Children from Birth to Age Three among Students of Early Childhood Education: Changes between Pre-training and Post-training

Health of School-Aged Children in 11+ Hours of Center-Based Care

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