181
Views
9
CrossRef citations to date
0
Altmetric
Articles

Children's Transition to School: Relationships Between Preschool Attendance, Cortisol Patterns, and Effortful Control

&
Pages 1-18 | Received 08 Mar 2017, Accepted 12 Apr 2017, Published online: 02 Dec 2020

References

  • AhadiS. A., RothbartM. K., & YeR. (1993). Children's temperament in the US and China: Similarities and differences. European Journal of Personality, 7 (5), 359–377. Doi: 10.1002/per.2410070506
  • AlmeidaD. M., McGonagleK., & KingH. (2009). Assessing Daily Stress Processes in Social Surveys by Combining Stressor Exposure and Salivary Cortisol. Biodemography and Social Biology, 55 (2), 219–237. Doi: 10.1080/19485560903382338
  • BassockD., FitzpatrickM., & LoebS. (2014). Does state preschool crowd-out private provision? The impact of universal preschool on the childcare sector in Oklahoma and Georgia. Journal of Urban Economics, 83, 18–33. Doi: 10.1016/j.jue.2014.07.001
  • BelskyJ. (2001). Emanuel Miller lecture - Developmental risks (still) associated with early child care. Journal of Child Psychology and Psychiatry and Allied Disciplines, 42 (7), 845–859. Doi: 10.1111/1469-7610.00782
  • BelskyJ., & MacKinnonC. (1994). Transition to School: Developmental Trajectories and School Experiences. Early Education and Development, 5 (2), 106–119. Doi: 10.1207/s15566935eed0502_3
  • BlairC., & RaverC. C. (2015). School Readiness and Self-Regulation: A Developmental Psychbiological Approach. Annual Review of Psychology, 66, 711–731. Doi: 10.1146/annurev-psych-010814-015221
  • BoyceW. T., AdamsS., TschannJ. M., CohenF., WaraD., & GunnarM. R. (1995). Adrenocortical and Behavioral Predictors of Immune-Responses to Starting School. Pediatric Research, 38, 1009–1017. Doi: 10.1203/00006450-199512000-00030
  • ChryssanthopoulouC. C., Turner-CobbJ., LucasA., & JessopD. (2005). Childcare as a Stabilizing Influence on HPA Axis Functioning: A Reevaluation of Maternal Occupational Patterns and Familial Relations. Developmental Psychobiology, 47 (4), 354–368. Doi: 10.1002/dev.20100
  • DecaroJ. A. & WorthmanC. M. (2008). Return to school accompanied by changing associations between family ecology and cortisol. Developmental Psychobiology, 50, 183–195. Doi: 10.1002/dev.20255
  • DuncanG. J., DowsettC. J., ClaessensA., MagnusonK. A., HustonA.C., KlebanovP., . . . JapelC. (2007). School readiness and later achievement. Developmental Psychology, 43 (6), 1428–1446. Doi: 10.1037/0012-1649.43.6.1428
  • GroeneveldM. G., VermeerH. J., LintingM., NoppeG., Van RossumE. F., & Van IJzendoornM. H. (2013). Children's hair cortisol as a biomarker of stress at school entry. Stress - The International Journal on the Biology of Stress, 16, 711–715. Doi: 10.3109/10253890.2013.817553
  • GroeneveldM. G., VermeerH. J., van IJzendoornM. H., & LintingM. (2010). Children's wellbeing and cortisol levels in home-based and center-based childcare. Early Childhood Research Quarterly, 25 (4), 502–514. Doi: 10.1016/j.ecresq.2009.12.004
  • GunnarM. R., FrennK., WewerkaS. S., & Van RyzinM. J. (2009). Moderate versus severe early life stress: Associations with stress reactivity and regulation in 10–12-year-old children. Psychoneuroendocrinology, 34 (1), 62–75. Doi: 10.1016/j.psyneuen.2008.08.013
  • GunnarM. R., SebancA. M., ToutK., DonzellaB., & van DulmanM. M. H. (2003). Peer Rejection, Temperament, and Cortisol Activity in Preschoolers. Developmental Psychobiology, 43, 346–358. Doi: 10.1002/dev.10144
  • GuttelingB. M., de WeerthC., & BuitelaarJ. K. (2005). Prenatal stress and children's cortisol reaction to the first day of school. Psychoneuroendocrinology, 30, 541–549. Doi: 10.1016/j.psyneuen.2005.01.002
  • HallJ., SylvaK., MelhuishE., SammonsP., Siraj-BlatchfordI., & TaggartB. (2009). The role of pre-school quality in promoting resilience in the development of young children. Oxford Review of Education, 35 (3). Doi: 10.1080/03054980902934613
  • HarmsT., CliffordR., & CryerD. (1998). Early Childhood Environment Rating Scale, Revised Edition. New York: Teachers’ College Press.
  • HeimC., & BinderE. B. (2012). Current research trends in early life stress and depression: Review of human studies on sensitive periods, gene–environment interactions, and epigenetics. Experimental Neurology, 233 (1), 102–111. Doi: 10.1016/j.expneurol.2011.10.032
  • IBM Corp. (2012). IBM SPSS Statistics for Windows, Version 21.0. Armonk, NY: IBM Corp.
  • JessopD., DallmanM. F., FlemingD., & LightmanS. L. (2001). Resistance to glucocorticoid feedback in obesity. Journal of Clinical Endocrinological and Metabolism, 86, 4109–4114. Doi: 10.1210/jcem.86.9.7826
  • JungT., & WickramaK.A.S. (2008). An introduction to latent class growth analysis and growth mixture modeling. Social and Personality Psychology Compass, 2, 302–317. Doi: 10.1111/j.1751-9004.2007.00054.x
  • KarremanA., van TuijlC., van AkenM. A. G., & DekovićM. (2006). Parenting and self-regulation in preschoolers: a meta-analysis. Infant and Child Development, 15, 561–579. Doi: 10.1002/icd.478
  • LupienS. J., McEwenB. S., GunnarM. R., & HeimC. (2009). Effects of stress throughout the lifespan on the brain, behaviour and cognition. Nature Reviews Neuroscience, 10, 434–445. Doi: 10.1038/nrn2639
  • MastenA. S. (2007). Resilience in developing systems: Progress and promise as the fourth wave rises. Development and Psychopathology, 19 (3), 921–930. Doi: 10.1017/S0954579407000442
  • MuthénL. K., & MuthénB. O. (2010). Mplus software (Version 6). Los Angeles, CA : Authors.
  • NicolsonN. A. (2008). Measurement of cortisol. In L. J. Luecken & L. C. Gallo (Eds.), Handbook of physiological research methods in health psychology (pp. 37–74). Los Angeles, CA: Sage Publications.
  • NylundK. L., AsparouhovT., & MuthénB. O. (2007). Deciding on the number of classes in latent class analysis and growth mixture modeling: A Monte Carlo simulation study. Structural Equation Modeling, 14, 535–569. Doi: 10.1080/10705510701575396
  • Office for National Statistics (2003). Census 2001: Key Statistics for local authorities in England and Wales. London: Her Majesty's Stationery Office (HMSO).
  • PiantaR. C., BarnettW. S., BurchinalM., & ThornburgK. R. (2009). The Effects of Preschool Education: What we know, how public policy is not aligned with the evidence base, and what we need to know. Psychological Science in the Public Interest, 10 (2), 49–88. Doi: 10.1177/1529100610381908
  • QuasJ. A., MurowchickE., BensadounJ., & BoyceW. T. (2002). Predictors of Children's Cortisol Activation During the Transition to Kindergarten. Journal of Developmental & Behavioral Pediatrics, 23 (5), 304–313. Doi: 10.1097/00004703-200210000-00002
  • Rimm-KaufmanS. E., & PiantaR. C. (2000). An Ecological Perspective on the Transition to Kindergarten: A Theoretical Framework to Guide Empirical Research. Journal of Applied Developmental Psychology, 21 (5), 491–511. Doi: 10.1016/S0193-3973(00)00051-4
  • RothbartM. K., AhadiS. A., HersheyK., & FisherP. A. (2001). Investigations of termperament at three to seven years: The Children's Behavior Questionnaire. Child Development, 72, 1394–1408. Doi: 10.1111/1467-8624.00355
  • RothbartM. K., EllisL. K., & PosnerM. I. (2004). Temperament and self-regulation. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of self-regulation: Research, theory, and applications (pp. 357–370). New York: Guilford.
  • RothbartM. K., EllisL. K., Rosario RuedaM., & PosnerM. I. (2003). Developing Mechanisms of Temperamental Effortful Control. Journal of Personality and Social Psychology, 71, 1113–1144. Doi: 10.1111/1467-6494.7106009
  • RussS. J., HerbertJ., CooperP., GunnarM. R., GoodyerI., CroudanceT., & MurrayL. (2012). Cortisol levels in response to starting school in children at increased risk for social phobia. Psychneuroendocrinology, 37 (4), 462–474. Doi: 10.1016/j.psyneuen.2011.07.014
  • SammonsP., HallJ., SylvaK., MelhuishT., Siraj-BlatchfordI., & TaggartB. (2013). Protecting the610 development of 5–11 year olds from the impacts of early disadvantage: The role of primary school academic effectiveness. School Effectiveness and School Improvement, 24, 251–268. Doi: 10.1080/09243453.2012.749797
  • SavageM. O., LienhardtA., LebrethonM. C., JohnstonL. B., HuebnerA., GrossmanA.B., . . . BesserG. M. (2001). Cushing's Disease in Childhood: Presentation, Investigation, Treatment and Long-Term Outcome. Hormone Research in Paediatrics, 55 (Suppl 1), 24–30. Doi: 10.1159/000063459
  • SaxbeD.E. (2008). A field (researcher's) guide to cortisol: Tracking HPA axis functioning in everyday life. Health Psychology Review, 2, 163–190. Doi: 10.1080/17437190802530812
  • SnowK. L. (2006). Measuring School Readiness: Conceptual and Practical Considerations. Early Education and Development, 17 (1), 7–41. Doi: 10.1207/s15566935eed1701_2
  • SylvaK., SammonsP., TaggartB., Siraj-BlatchfordI., MelhuishE., & HallJ. (2006). Tracking children with SEN through the Early Years: Can education make a difference? The 23rd Vernon-Wall Lecture presented at the Annual Meeting of the Education Section of the British Psychological Society, Leicester, United Kingdom.
  • SylvaK., MelhuishE., SammonsP., Siraj-BlatchfordI., & TaggartB. (2010). Early Childhood Matters: Evidence from the Effective Pre-school and Primary Education project. Abingdon: Routledge.
  • TarulloA. R., MlinerS., & GunnarM. R. (2011). Inhibition and Exuberance in Preschool Classrooms: Associations With Peer Social Experiences and Changes in Cortisol Across the Preschool Year. Developmental Psychology, 47, 1374–1388. Doi: 10.1037/a0024093
  • TekleF.B., GudichaD.W. & VermuntJ.K. (2016). Advances in Data Analysis and Classification, 10 (2), 209–224. Doi: 10.1007/s11634-016-0251-0
  • Turner-CobbJ. (2007). Social Experience of Transition to School: Learning and Health Outcomes, 2004-2005 (SN: 5654). [Data file]. Retrieved from https://discover.ukdataservice.ac.uk.
  • Turner-CobbJ., RixonL., & JessopD. (2008). A prospective study of diurnal cortisol responses to the social experience of school transition in four-year-old children: Anticipation, exposure, and adaptation. Developmental Psychobiology, 50 (4), 377–389. Doi: 10.1002/dev.20298
  • Turner-CobbJ., RixonL., & JessopD. (2011). Hypothalamic-pituitary-adrenal axis activity and upper respitory tract infection in young children transitioning to primary school. Psychopharmacology, 214 (1), 309–317. Doi: 10.1007/s00213-010-1965-x
  • VermeerH. J., Van IjzendoornM. H., GroeneveldM. G., & GrangerD. A. (2012). Downregulation of the immune system in low-quality child care: the case of secretory immunoglobulin A (SIgA) in toddlers. Physiology and Behavior, 105 (2), 161–167. Doi: 10.1016/j.physbeh.2011.08.017
  • WatamuraS. E., DonzellaB., AlwinJ., & GunnarM. R. (2003). Morning-to-afternoon increases in cortisol concentrations for infants and toddlers at child care: Age differences and behavioral correlates. Child Development, 74 (4), 1006–1020. Doi: 10.1111/1467-8624.00583
  • WinsperC., HallJ., StraussV.Y., & WolkeD. (in press). Aetiological pathways to borderline personality disorder symptoms in early adolescence: Childhood dysregulated behaviour, maladaptive parenting and bully victimisation. Borderline Personality Disorder and Emotion Dysregulation.
  • WolkeD., WinsperC., & HallJ. (2012).Dysregulated behaviour in childhood and borderline personality disorder symptoms at 11 years: A test of the biosocial developmental model. European Psychiatry, 27 (Suppl. 1), 1. Doi: 10.1016/S0924-9338(12)75115-5
  • YangP., LambM. E., KapplerG., & AhnertL. (2017). Children's diurnal cortisol activity during the first year of school. Applied Developmental Science, 21 (1), 30–41. Doi: 10.1080/10888691.2016.1140578
  • ZhouQ., ChenS. H., & MainA. (2012). Commonalities and Differences in the Research on Children's Effortful Control and Executive Function: A Call for an Integrated Model of Self-Regulation. Child Development Perspectives, 6, 112–121. Doi: 10.1111/j.1750-8606.2011.00176.x

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.