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首页> 外文期刊>Prevention science: the official journal of the Society for Prevention Research >Cortisol Patterns for Young Children Displaying Disruptive Behavior: Links to a Teacher-Child, Relationship-Focused Intervention
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Cortisol Patterns for Young Children Displaying Disruptive Behavior: Links to a Teacher-Child, Relationship-Focused Intervention

机译：幼儿的皮质醇模式显示破坏性行为：与教师 - 儿童的联系，以关系为中心的干预

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Supportive and close relationships that young children have with teachers have lasting effects on children's behavior and academic success, and this is particularly true for children with challenging behaviors. These relationships are also important for children's developing stress response system, and children in child care may be more likely to display atypical cortisol patterns at child care. However, warm, supportive relationships with teachers may buffer these negative effects of child care. While many relationship-focused early childhood interventions demonstrate changes in child behavior, associations with children's stress response system are unknown. This study assessed children's activity in the hypothalamic-pituitary-adrenal axis via salivary cortisol as a function of their participation in a dyadic intervention intended to improve a teacher's interaction quality with a particular child. Seventy teachers and 113 preschool children participated who were part of a larger study of teachers and children were randomly assigned at the classroom level across three intervention conditions: Banking Time, Time-Control Comparison (Child Time), and Business-as-Usual. At the end of the school year, children in the Banking Time condition displayed a significantly greater decline in cortisol across the morning during preschool compared to children in Business-as-Usual condition. These pilot results are among the first to provide preliminary evidence that school-based interventions that promote sensitive and responsive interactions may improve young children's activity in the stress response system within the child care/early education context.
机译：幼儿与教师对教师对儿童的行为和学术成功的影响有关的支持性和密切关系，这对具有挑战性行为的儿童尤其如此。这些关系对于儿童的发展压力响应系统也很重要，儿童护理儿童可能更有可能在儿童保育中展示非典型皮质醇模式。然而，温暖，与教师的支持关系可能会缓冲儿童保育的这些负面影响。虽然重点界密的幼儿干预措施表现出儿童行为的变化，但与儿童压力反应系统的关联是未知的。本研究通过唾液皮质醇评估了儿童在下丘脑 - 垂体 - 肾上腺轴上的活性，因为他们参与旨在改善教师与特定儿童的互动质量的二元干预。参加七十名教师和113名学前班儿童是在三个干预条件下随机分配了对教师和儿童进行更大研究的一部分：银行时间，时间控制比较（儿童时间）和常用的商业。在学年结束时，与常规条件的儿童相比，银行业务时间条件的儿童在幼儿园中展现了皮质醇的显着下降。这些试点结果是第一个提供初步证据，即促进敏感和敏感互动的基于学校的干预措施可能会在儿童保育/早期教育背景下改善幼儿在压力响应系统中的活动。

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