Eira Suhonen

Pedagogical Work, Stress Regulation and Work-Related Well-Being among Early Childhood Professionals in Integrated Special Day-Care Groups.

Abstract The aim of this study was to investigate the relationship between early childhood professionals’ (ECPs) stress regulation (using salivary cortisol and alpha-amylase [AA] measurements), work engagement and the quality of their pedagogical work in integrated special day-care groups. Participants were 89 ECPs from 21 integrated special day-care groups located in Helsinki, Finland. The special educational needs of children (who were between 3 and 6 years of age) in these groups varied from language disorders and self-regulation difficulties to severe disabilities. Data was collected by using work engagement surveys, salivary cortisol and AA measurements and observational assessments of pedagogical work. This study is novel, in that it combines approaches from different disciplines to investigate work-related well-being among ECPs. Our findings demonstrate the close relationship between ECPs’ stress regulation and the quality of pedagogical work in teams. Whilst ECPs’ high work engagement was associated with better-quality pedagogical work, we did not find any associations between different biomarkers and work engagement. Our study highlights the importance of teamwork, not only as fundamental to high-quality early childhood special education, but also in supporting the well-being of ECE professionals. The findings can be applied in future studies and can be used to inform intervention aiming to enhance working conditions in day-care centres.

Demographic Factors, Temperament and the Quality of the Preschool Environment as Predictors of Daily Cortisol Changes among Finnish Six-Year-Old Children.

A young childs stress-sensitive neurobiological system is immature and open to being shaped by experience. When children enter preschool, external demands on them to adjust are different from the demands they experience at day care. In Finland, the last year before children transfer to the comprehensive school is called preschool. The preschool year is far more academically demanding than earlier day care years, emphasizing school-like activities along with age-appropriate social and cognitive challenges. The first aim of the present study was to study whether the preschool year (six-year-old children) has an effect on the childrens cortisol reactivity. To examine the changes in stress regulation, cortisol reactivity was investigated both in the autumn and in the spring. The second aim of the study was to explore whether demographic factors, temperament and the quality of preschool environment have an effect on the daily variation of the cortisol level among the participants of the study. Five day care centres in metropolitan Helsinki, Finland, participated in this study and 91 six-year-old preschool children served as participants. Our results showed that the children displayed typical cortisol reactivity during the autumn as expected, whereas their cortisol values were significantly higher in the spring. The autumn measurements revealed a significant relationship between the cortisol effects and the temperament characteristics of sadness, anger/frustration and perceptual sensitivity. These characteristics were not as evident when measured during the spring. Additionally, the results indicated that quality of learning environment affects changes in childrens cortisol reactivity.

Verbal and non‐verbal development in SLI children after early intervention

Of all the developmental difficulties that may be present in childhood, language impairment is probably the most common. It is of vast importance to prevent cumulative negative consequences of these impairments. The present study evaluates the effects of a language and activity‐based intervention programme on verbal and non‐verbal performance and play behaviour in children diagnosed as having specific language impairment. Children with the same diagnosis and conventional early special education were used as controls. Verbal and non‐verbal abilities and play behaviour were evaluated before and after intervention in both groups. The intervention sessions, aimed to develop the children’s functional use of language and communication, were held in community day care centres. The sessions took place twice a week in groups of two to four children. The intervention had a positive influence on non‐verbal performance and play behaviour. However, the intervention did not have any significant effect on language measurements. The results are discussed in the context of language development as a dynamic process with circular causation between different aspects of development.

Children's Play Behaviour and Social Communication in Integrated Special Day-Care Groups.

The aim of this study was to investigate children’s social communication abilities and play to reveal possible changes during a one year period in the context of Finnish early childhood special education. The data we collected during 2012–2013 consisted of assessments of play behaviour (Preschool Play Behavior Scale) and social communication (Assesment, Evaluation and Programming System for Infants and Children, AEPS) conducted by early childhood special education teachers. The participating children with (N = 89) and without (N = 124) special educational needs (SEN) were attending integrated special day care groups (N = 21) in the metropolitan area of Helsinki. The children’s SEN was divided into three types: language disorders, self-regulation and severe disabilities. Differences were examined by analysis of variance, and relations between variables were tested using the structural equation model techniques. Our primary results demonstrated statistically significant differences between children with and without SEN in both social communication competence and social play (p < .01). Mainly, the children with severe disabilities seemed to fall behind in more social forms of play behaviour compared to other children with or without SEN. Interestingly, in children with severe disabilities, their social play declined even as their skills in social communication slightly increased. These results highlight the importance of play in early childhood special education and stress teachers’ significant role in guiding and supporting play.

Stress reactivity of six-year-old children involved in challenging tasks

The aim of this study was to investigate whether the preschool activities challenge the stress regulative system in children. We used a multi-system approach to evaluate the underlying processes of stress responses and measured both cortisol and α-amylase responses after emotionally and cognitively challenging tasks followed by a recovery session. We anticipated that challenging tasks would increase both cortisol and α-amylase levels above the baseline. We further expected that recovery sessions would decrease both levels towards the baseline. In addition, we expected the symmetry of α-amylase and cortisol reactivity to be related to the ability to orientate towards cognitive demands. The study involved a total of 91 children (42 girls, 49 boys; six-year-olds). Baseline saliva samples were collected during a single day in October 2008. Reactivity saliva samples were collected during one morning in February 2009. During that day, the children first watched a movie with an experimenter who was unfamiliar to the children. After the movie, the children went to another room where the experimenter conducted all the cognitive tasks. These tasks were followed by a recovery session. The baseline cortisol levels indicated an average established function of the HPA (hypothalamic–pituitary–adrenocortical) system in the study children. Contrary to our hypothesis, only 19% of the study children showed the expected pattern of stress reactivity for both cortisol and α-amylase, with an average increase in cortisol and α-amylase levels following the challenging tasks. Unexpectedly, cortisol and α-amylase levels increased significantly in the singing recovery session. The surprising finding that singing seemed to be the only stimulating activity during the entire experimental situation raises questions about preschool practices.

Cortisol levels and children's orientation in day care

Childrens stress in day care is related to the stressful qualities of the environment and to childrens orientations in that environment. The study involved 55 children in five day centres in Finland. Baseline saliva samples for measuring cortisol (stress) levels were collected five times during the day. Children were interviewed to measure their orientation in regard to perceived change. The educators of the groups evaluated the learning environment qualities. The high cortisol levels at the wake-up time were correlated with chaotic, hectic and emotionally restricted learning environment qualities. However, in the afternoon, the correlations between cortisol levels and the learning environment had disappeared and were replaced by childrens orientation to change. Children with more accommodative views had lower cortisol levels and children with uncertain views had higher cortisol levels. The childrens different orientations seem to impact their stress levels and participate in the production of the learning environment stressful qualities.

Increased Health and Wellbeing in Preschools (DAGIS) Study—Differences in Children’s Energy Balance-Related Behaviors (EBRBs) and in Long-Term Stress by Parental Educational Level

This paper describes the Increased Health and Wellbeing in Preschools (DAGIS) survey process and socioeconomic status (SES) differences in children’s energy balance-related behaviors (EBRBs), meaning physical activity, sedentary and dietary behaviors, and long-term stress that serve as the basis for the intervention development. A cross-sectional survey was conducted during 2015–2016 in 66 Finnish preschools in eight municipalities involving 864 children (3–6 years old). Parents, preschool personnel, and principals assessed environmental factors at home and preschool with questionnaires. Measurement of children’s EBRBs involved three-day food records, food frequency questionnaires (FFQ), seven-day accelerometer data, and seven-day sedentary behavior diaries. Children’s long-term stress was measured by hair cortisol concentration. Parental educational level (PEL) served as an indicator of SES. Children with low PEL had more screen time, more frequent consumption of sugary beverages and lower consumption of vegetables, fruit, and berries (VFB) than those with high PEL. Children with middle PEL had a higher risk of consuming sugary everyday foods than children with high PEL. No PEL differences were found in children’s physical activity, sedentary time, or long-term stress. The DAGIS intervention, aiming to diminish SES differences in preschool children’s EBRBs, needs to have a special focus on screen time and consumption of sugary foods and beverages, and VFB.

Enhancing peer interaction: an aspect of a high-quality learning environment in Finnish early childhood special education

Abstract The aim of this article is to investigate the pedagogical learning environment in early childhood special education (ECSE). The theoretical framework is based on a conception of interaction being as well a basic human need as, according to sociocultural theories, the basis of learning. Our study was conducted in ECSE kindergarten groups (N = 17) in the area of Helsinki, Finland. We were interested in the overall quality of the pedagogical environment, the quality of enhancing peer interaction (EPI) and the pedagogy for EPI amongst children with diverse characteristics and needs. Quality was evaluated using the quantitative Learning Environment Assessment, completed with qualitative data, which consisted of the researcher’s observations and interviews. The quantitative data were presented with descriptive statistics. Qualitative content analysis was used to make a closer examination of EPI pedagogy. The study indicated good pedagogical quality. EPI quality was predictably good due to high overall quality. Our findings highlighted ECSE professionals’ versatile pedagogical modes in structuring activities and space and intensive methods in EPI and participation, especially in scaffolding communication (with augmentative or alternative communication systems when needed) and supporting social competence.

Changes and Stability in Daily Cortisol Values and Their Correlation toAttention Measured In a Prolonged Working Task among Finnish Six-Year-OldDay-Care Children

Recently, there has been growing interest in studying stress reactivity in children which is usually accomplished by detecting atypical daily patterns of salivary cortisol. It is assumed that chronic high or low levels of stress hormones are detrimental to attentional performance, a behaviour strongly suggested to be at the core of learning. In the present study, we firstly examined the stability of daily changes in the stress hormone, cortisol. The levels of cortisol were measured five times per day, during one day in autumn and one day in spring. The second aim of our study was to explore whether attention measured in prolonged working tasks was associated with daily cortisol change. Three day care centres in Metropolitan Helsinki, Finland participated in this study and 59 6-year-old preschool children (24 girls, 35 boys) comprised the study sample. The results revealed that the childrens daily cortisol variation—in particular, from morning to pre-school and from morning to evening show stability—and this stability was detectable over a six-month period. Children who had lower daily variation in cortisol values in both autumn and spring demonstrated poorer attention. We discuss possible explanations for these findings and implications for early identification.

Children's Biological Givens, Stress Responses, Language and Cognitive Abilities and Family Background after Entering Kindergarten in Toddlerhood.

ABSTRACT We aimed to investigate stress response regulation, temperament, cognitive and language abilities and family SES in children who entered kindergarten before two years of age. Whilst childrens stress regulatory systems are vulnerable to environmental influences little is known about how temperament and family characteristics impact on stress regulation in early years. Participants were 129 children (age 7 to 23 months) from 29 kindergartens. Stress response regulation was assessed by measuring salivary cortisol and alpha-amylase activity. Cognitive and language abilities were assessed using Bayley-III and children temperament with ECBQ-questionnaire. Family characteristics were assessed with surveys. Results suggest that children are alerted during kindergarten day, but their stress response regulation is balanced. Girls and boys differed in cognitive and language abilities. We propose that childrens individual needs should be better acknowledged in kindergartens.