Supplemental Material for Preschoolers' Everyday Conflict at Home and Diurnal Cortisol Patterns

2012 ◽  
Keyword(s):  
Diurnal Cortisol ◽  
At Home

scholarly journals Child Temperament and Total Diurnal Cortisol in Out‐of‐Home Center‐Based Child Care and in At‐Home Parental Care

2020 ◽  
Author(s):  
Katja Tervahartiala ◽  
Saara Nolvi ◽  
Susanna Kortesluoma ◽  
Juho Pelto ◽  
Sirpa Hyttinen ◽  
...  
Keyword(s):  
Child Care ◽  
Parental Care ◽  
Child Temperament ◽  
Diurnal Cortisol ◽  
At Home

Diurnal cortisol secretion at home and in child care: a prospective study of 2-year-old toddlers

2010 ◽  
Vol 51 (3) ◽  
pp. 295-303 ◽  
Author(s):  
Isabelle Ouellet-Morin ◽  
Richard E. Tremblay ◽  
Michel Boivin ◽  
Michael Meaney ◽  
Michael Kramer ◽  
...  
Keyword(s):  
Child Care ◽  
Prospective Study ◽  
Cortisol Secretion ◽  
Diurnal Cortisol ◽  
A Prospective Study ◽  
At Home

scholarly journals Preschoolers' everyday conflict at home and diurnal cortisol patterns.

2012 ◽  
Vol 31 (6) ◽  
pp. 834-838 ◽  
Author(s):  
Richard B. Slatcher ◽  
Theodore F. Robles
Keyword(s):  
Diurnal Cortisol ◽  
At Home

scholarly journals Toddlers’ diurnal cortisol levels affected by out-of-home, center-based childcare and at-home, guardian-supervised childcare: comparison between different caregiving contexts

2019 ◽  
Vol 29 (9) ◽  
pp. 1217-1229 ◽  
Author(s):  
Katja Tervahartiala ◽  
Linnea Karlsson ◽  
Juho Pelto ◽  
Susanna Kortesluoma ◽  
Sirpa Hyttinen ◽  
...  
Keyword(s):  
Cohort Study ◽  
Circadian Rhythm ◽  
Environmental Factors ◽  
Individual Characteristic ◽  
Birth Cohort Study ◽  
Cortisol Secretion ◽  
Diurnal Cortisol ◽  
Cortisol Levels ◽  
Waking Up ◽  
At Home

Abstract Previous research suggests that attending non-parental out-of-home childcare is associated with elevated cortisol levels for some children. We aimed to compare diurnal saliva cortisol levels between children having out-of-home, center-based childcare or those having at-home, guardian-supervised childcare in Finland. A total of 213 children, aged 2.1 years (SD = 0.6), were drawn from the ongoing Finnish birth cohort study. Saliva samples were collected over 2 consecutive days (Sunday and Monday), with four samples drawn during each day: 30 min after waking up in the morning, at 10 am, between 2 and 3 pm, and in the evening before sleep. These results suggest that the shapes of the diurnal cortisol profiles were similar in both childcare groups following a typical circadian rhythm. However, the overall cortisol levels were on average 30% higher (95% CI: [9%, 54%], p = .004) with the at-home childcare in comparison with the out-of-home childcare group. Furthermore, a slight increase in the diurnal cortisol pattern was noticed in both groups and in both measurement days during the afternoon. This increase was 27% higher ([2%, 57%], p = .031) in the out-of-home childcare group during the out-of-home childcare day in comparison with the at-home childcare day. The elevated afternoon cortisol levels were partly explained by the afternoon naps, but there were probably other factors as well producing the cortisol rise during the afternoon hours. Further research is needed to define how a child’s individual characteristic as well as their environmental factors associate with cortisol secretion patterns in different caregiving contexts.

Systematic Modification of Parental Input to Train Language Symbols

1981 ◽  
Vol 12 (1) ◽  
pp. 4-12 ◽  
Author(s):  
Barbara Culatta ◽  
Donna Horn
Keyword(s):  
Language Learning ◽  
Meaningful Use ◽  
Hearing Impaired ◽  
Specific Language ◽  
Parental Input ◽  
Language Exposure ◽  
Therapy Sessions ◽  
Impaired Children ◽  
Hearing Impaired Children ◽  
At Home

This study attempted to maximize environmental language learning for four hearing-impaired children. The children's mothers were systematically trained to present specific language symbols to their children at home. An increase in meaningful use of these words was observed during therapy sessions. In addition, as the mothers began to generalize the language exposure strategies, an increase was observed in the children's use of words not specifically identified by the clinician as targets.

Iterative Development of a Home Review Program to Promote Preschoolers' Vocabulary Skills: Social Validity and Learning Outcomes

2020 ◽  
Vol 51 (2) ◽  
pp. 371-389 ◽  
Author(s):  
Xigrid Soto ◽  
Yagmur Seven ◽  
Meaghan McKenna ◽  
Keri Madsen ◽  
Lindsey Peters-Sanders ◽  
...  
Keyword(s):  
High Stress ◽  
Social Validity ◽  
Home Language ◽  
Single Subject ◽  
Considerable Difficulty ◽  
Home Program ◽  
Iterative Development ◽  
Vocabulary Skills ◽  
Validity Measures ◽  
At Home

Purpose This article describes the iterative development of a home review program designed to augment vocabulary instruction for young children (ages 4 and 5 years) occurring at school through the use of a home review component. Method A pilot study followed by two experiments used adapted alternating treatment designs to compare the learning of academic words taught at school to words taught at school and reviewed at home. At school, children in small groups were taught academic words embedded in prerecorded storybooks for 6 weeks. Children were given materials such as stickers with review prompts (e.g., “Tell me what brave means”) to take home for half the words. Across iterations of the home intervention, the home review component was enhanced by promoting parent engagement and buy-in through in-person training, video modeling, and daily text message reminders. Visual analyses of single-subject graphs, multilevel modeling, and social validity measures were used to evaluate the additive effects and feasibility of the home review component. Results Social validity results informed each iteration of the home program. The effects of the home program across sites were mixed, with only one site showing consistently strong effects. Superior learning was evident in the school + home review condition for families that reviewed words frequently at home. Although the home review program was effective in improving the vocabulary skills of many children, some families had considerable difficulty practicing vocabulary words. Conclusion These studies highlight the importance of using social validity measures to inform iterative development of home interventions that promote feasible strategies for enhancing the home language environment. Further research is needed to identify strategies that stimulate facilitators and overcome barriers to implementation, especially in high-stress homes, to enrich the home language environments of more families.

App-titude: Top Apps for Tots

ASHA Leader ◽  
2013 ◽  
Vol 18 (2) ◽  
pp. 32-32
Author(s):  
Heidi Hanks
Keyword(s):  
Language Learning ◽  
Early Language ◽  
At Home

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