Predictors of Children’s Cortisol Activation During the Transition to Kindergarten

Abstract

The purpose of the present study was to identify predictors of children's cortisol responses after the transition to kindergarten. Morning salivary cortisol was measured in 50 children 1 week before and 1 week after they began kindergarten. Children who experienced a greater degree of change between their preschool and kindergarten routines and who had infrequent preschool experiences exhibited the largest increases in morning cortisols after kindergarten entry. Children whose parents indicated that they would have an easier, rather than more difficult, time adapting to kindergarten also tended to be more reactive in their morning cortisol levels after kindergarten entry. Results provide new insight into experiential and individual-difference factors that predict children's physiological reactivity and self-regulation during times of transition and potential stress.

Psychological and stress hormone correlates in early life: A key to HPA-axis dysregulation and normalisation

“…The authors argue that self competence in novel/social situations reflects both ability to regulate emotion and elicits less fear of approaching such situations, further increasing levels of self competency (Schmidt et al 1999). It is worth noting that parental expectations of the transition experience, as related to the parents' assessment of their child's ability to cope with the transition from preschool to kindergarten, also appear to have an influence on morning cortisol levels (Quas et al 2002). As noted, the majority of this preschool and school transition research to date has been conducted in the United States (US).…”

The Kindergarten Child: What Teachers and Administrators Need to Know to Promote Academic Success in all Children

“…For example, Wildenger et al (2008) found that less than 75% of their sample of families were on time with important routines such as dinner time and bed time. Additionally, Quas et al (2002) reported that children who experienced the greatest degree of change in their routines between preschool and kindergarten evidenced the greatest amount of physiological stress. Consistent routines are hypothesized to be vital for children to be able to establish a sense of security, trust, and independence (Sytsma et al 2001).…”

Children’s Daily Routines During Kindergarten Transition

“…This sudden shift in daily routines seems likely to heighten the stress associated with transition for both parents and children. This assertion is supported by the research of Quas et al (2002) examining predictors of child stress during the transition to kindergarten. An important aspect of change considered by parents was a shift in child routines in kindergarten.…”

“…In particular, children are faced with increased academic expectations, a more formal, inflexible classroom environment, reduced teacher attention, generally more complex social interactions, and decreased family involvement and connection with the school in kindergarten (Pianta and Kraft-Sayre 2003). Consistent with this explanation, a study that examined predictors of children's stress reactivity during the transition to kindergarten as measured by changes in morning cortisol levels, found that children who experienced a greater degree of change between their preschool and kindergarten routines experienced more physiological stress (Quas et al 2002).…”