Associations between Consistent and High-quality Teacher-child Interactions and Preschool Children’s Self-regulation and Activity in the Stress Response System-Reference-Cited by-同舟云学术

Associations between Consistent and High-quality Teacher-child Interactions and Preschool Children’s Self-regulation and Activity in the Stress Response System

Published:2021-08-12 Issue: Volume: Page:1-15
ISSN:1040-9289
Container-title:Early Education and Development
language:en
Short-container-title:Early Education and Development

Author:

Hatfield Bridget E.¹^ORCID,Finders Jennifer K.²,Zandbergen Danielle L.¹,Lewis Hillary¹

Affiliation:

1. Human Development and Family Sciences, Oregon State University

2. Human Development and Family Studies, Purdue University

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/10409289.2021.1961198

Reference69 articles.

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2. Cortisol and externalizing behavior in children and adolescents: Mixed meta-analytic evidence for the inverse relation of basal cortisol and cortisol reactivity with externalizing behavior

3. Teacher Quality and Learning Outcomes in Kindergarten *

4. Understanding cortisol reactivity across the day at child care: The potential buffering role of secure attachments to caregivers

5. Berry, D., Blair, C., Granger, D. A. & The Family Life Project Key Investigators. (2016). Child care and cortisol across infancy and toddlerhood: Poverty, peers, and developmental timing. Family Relations, 65(1), 51–72. https://doi.org/10.1111/fare.12184

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