Can the Arts Get under the Skin? Arts and Cortisol for Economically Disadvantaged Children

Autor/inn/en	Brown, Eleanor D.; Garnett, Mallory L.; Anderson, Kate E.; Laurenceau, Jean-Philippe
Titel	Can the Arts Get under the Skin? Arts and Cortisol for Economically Disadvantaged Children
Quelle	In: Child Development, 88 (2017) 4, S.1368-1381 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.12652
Schlagwörter	Preschool Children; Preschool Education; Economically Disadvantaged; Art Education; Biochemistry; Music; Dance; Visual Arts; Hierarchical Linear Modeling; Predictor Variables; Poverty; School Schedules + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Biochemie; Musik; Tanz; Optische Gestaltung; Prädiktor; Armut; Schulzeiteinteilung
Abstract	This within-subjects experimental study investigated the influence of the arts on cortisol for economically disadvantaged children. Participants were 310 children, ages 3-5 years, who attended a Head Start preschool and were randomly assigned to participate in different schedules of arts and homeroom classes on different days of the week. Cortisol was sampled at morning baseline and after arts and homeroom classes on two different days at start, middle, and end of the year. For music, dance, and visual arts, grouped and separately, results of piecewise hierarchical linear modeling with time-varying predictors suggested cortisol was lower after an arts versus homeroom class at middle and end of the year but not start of the year. Implications concern the impact of arts on cortisol for children facing poverty risks. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01