Cited by 304Stress Responses and CortisolChild and Adolescent Psychosocial and Emotional DevelopmentEarly Childhood Education and Development

Cortisol levels of young children in full-day childcare centers: relations with age and temperament

Dettling, Andrea C., Gunnar, Megan R., Donzella, Bonny·1999·Psychoneuroendocrinology

Abstract

Cortisol levels of 70 children, aged 39-106 months, were sampled at home and at their full-day childcare centers at two times of day, mid-morning and mid-afternoon. Parents and teachers completed questionnaires assessing child temperament (negative affectivity, surgency or extroversion, and effortful control) and aggressive behavior. The results replicated a previous study showing increases in cortisol levels over the day at childcare for preschool-aged children, while home levels followed the expected circadian decrease in cortisol from morning to afternoon for most children regardless of age. At childcare, 3- and 4-year olds were more likely to show elevations in cortisol by mid-afternoon than were older children. Controlling statistically for age, shyness for boys, and poor self-control and aggression for both sexes were associated with increases in cortisol over the day at childcare. The results suggest that younger children and those with more immature social skills may frequently experience elevations in cortisol as the day progresses in group care contexts.

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Crossref · 10.1016/s0306-4530(99)00009-8

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  • Child-care studies show that children's physiological reactivity, indicated by morning-to-afternoon rising cortisol on days attending out-of-home programs, and emotional reactivity are affected by the quality of teacher sensitivity versus intrusiveness and attention.

    “A series of child-care studies (both in center-based and home-based care) has consistently demonstrated that children’s physiological reactivity as indicated by morning-to-afternoon rising cortisol levels on days attending out-of-home programs as well as emotional reactivity is affected by the quality of sensitivity versus intrusiveness and attention provided by teachers in those settings”

    From School Readiness and Self-Regulation: A Developmental Psychobiological Approach (2015) · cites this paper as Dettling et al. 1999

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References 43 · Cited by 304

Authors
Dettling, A. C., Gunnar, M. R., & Donzella, B.
Affiliations
  • ETH Zurich (CH)
  • University of Minnesota (US)
Corresponding author
Dettling, Andrea C.
Venue
Psychoneuroendocrinology
Publisher
Elsevier BV
Published
1999-07
Volume
24
Issue
5
Pages
519-536
ISSN
0306-4530 (ISSN-L)
OpenAlex
W2030666483
Cited by
304
References
43
Citations by year
2026: 2 · 2025: 5 · 2023: 3 · 2022: 5 · 2021: 11 · 2020: 9 · 2019: 10 · 2018: 6 · 2017: 11 · 2016: 12 · 2015: 13 · 2014: 19 · 2013: 14 · 2012: 16
FWCI
2.49
Type
journal article
Language
en
Open access
closed
Locations
  • Psychoneuroendocrinology (publishedVersion)
  • PubMed (publishedVersion)
Funders
  • National Science Foundation
  • University of Minnesota
  • National Institutes of Health (1r01mh056958-01)
  • National Institute of Mental Health (MH56958)
  • National Institute of Child Health and Human Development
  • Eunice Kennedy Shriver National Institute of Child Health and Human Development (HD16494, R01HD016494)
Topics
  • Life Sciences › Neuroscience › Behavioral Neuroscience › Stress Responses and Cortisol
  • Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
  • Social Sciences › Education › Early Childhood Education and Development
Keywords
cortisol, diurnal cortisol rhythm, preschool children, child temperament, negative affectivity, effortful control, aggression, shyness, age differences, group care
MeSH terms
Aggression, Arousal, Child, Child Day Care Centers, Child, Preschool, Circadian Rhythm, Female, Humans, Hydrocortisone, Male, Reference Values, Social Behavior, Social Environment, Temperament

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