Children's Cortisol and the Quality of Teacher-Child Relationships in Child Care

Autor/inn/en	Lisonbee, Jared A.; Mize, Jacquelyn; Payne, Amie Lapp; Granger, Douglas A.
Titel	Children's Cortisol and the Quality of Teacher-Child Relationships in Child Care
Quelle	In: Child Development, 79 (2008) 6, S.1818-1832 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2008.01228.x
Schlagwörter	Preschool Children; Physiology; Teacher Student Relationship; Child Care; Predictor Variables; Biochemistry; Personality; Conflict; Teacher Attitudes; Prediction; Measurement; Student Characteristics; Teacher Characteristics; Educational Environment + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Physiologie; Teacher student relationships; Lehrer-Schüler-Beziehung; Kinderfürsorge; Kinderbetreuung; Prädiktor; Biochemie; Personalität; Konflikt; Lehrerverhalten; Vorhersage; Messverfahren; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Teacher-child relationships were examined as predictors of cortisol change in preschool children. Saliva for assays was collected from one hundred and ninety-one 4-year-olds (101 boys) in the mornings and afternoons on 2 days at child care, and before and after a series of challenging tasks and a teacher-child interaction session outside the classroom. Parents reported on children's temperament, teachers and children reported on teacher-child relationship quality, and observers rated group-level teacher insensitivity. Teacher-reported relationship conflict predicted cortisol increases during teacher-child interaction and teacher-reported overdependence predicted cortisol increases from morning to afternoon, even after controlling for individual teacher, child, and classroom characteristics. The findings extend earlier work by suggesting that cortisol change across the child-care day is influenced by teacher-child relationship characteristics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10