Children's Biological Givens, Stress Responses, Language and Cognitive Abilities and Family Background after Entering Kindergarten in Toddlerhood

Autor/inn/en	Suhonen, Eira; Sajaniemi, Nina K.; Alijoki, Alisa; Nislin, Mari A.
Titel	Children's Biological Givens, Stress Responses, Language and Cognitive Abilities and Family Background after Entering Kindergarten in Toddlerhood
Quelle	In: Early Child Development and Care, 188 (2018) 3, S.345-358 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1218157
Schlagwörter	Physiology; Language Aptitude; Cognitive Development; Socioeconomic Status; Stress Management; Kindergarten; Personality Traits; Toddlers; School Entrance Age; Family Characteristics; Measurement; Language Skills; Gender Differences; Individual Needs; Child Development; Infants; Foreign Countries; Longitudinal Studies; Questionnaires; Statistical Analysis; Finland (Helsinki); Bayley Scales of Infant Development + Suchen Sie Ihr Suchwort? Physiologie; Sprachbegabung; Spracheignung; Kognitive Entwicklung; Socio-economic status; Sozioökonomischer Status; Stressmanagement; Stressbewältigung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Infant; Infants; Toddler; Kleinkind; Einschulungsalter; Messverfahren; Language skill; Sprachkompetenz; Geschlechterkonflikt; Kindesentwicklung; Toddlers; Ausland; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Fragebogen; Statistische Analyse
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01