The Adaptive Calibration Model of stress responsivity.

Social regulation of the cortisol levels in early human development.

Characteristics of the physical environment that influence child development are discussed. Topics include behavioral toxicology, noise, crowding, housing and neighborhood quality, natural settings, schools, and day care settings. Socioemotional, cognitive, motivation, and psychophysiological outcomes in children and youths are reviewed. Necessary methodological and conceptual advances are introduced as well.

Child Development and the Physical Environment

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

Green schoolyards as havens from stress and resources for resilience in childhood and adolescence.

The investigation focuses on environmental features of day care centers likely to affect emotional and stress reactions of toddlers in group settings. To assess stress reactions, the morning cortisol changes of 113 children (18 to 40 months) were analyzed in eight day care centers. Children's cortisol levels in the centers remained stable between 9:30 a.m. and 10:30 a.m., whereas at home, as expected, cortisol levels decreased at the same time of day. Children's cortisol changes showed differences among the eight centers, suggesting the influence of environmental factors. Cortisol increases were related to large group sizes (n > 15), important age differences among children (> 6 months), less available area per child in the playrooms ( 4 adults). Overall, the findings support the claim that the physical and social attributes of preschool settings intervene in the regulation of children's bioemotional reactions.

Environmental Features Influencing Toddlers' Bioemotional Reactions in Day Care Centers

It was investigated whether the behavioral reactions of young children to modifications of the playroom arrangement were modulated as a function of their relationships with peers. Interpersonal rel...

Interindividual Relationships in Groups of Young Children and Susceptibility to an Environmental Constraint

In child-care centres, the influence of caregivers on the development of peer interactions seems ambivalent and mixed results are reported in the literature. Adopting an environmental approach, we examined the effects of the caregivers' spatial proximity on children's social behaviour. The study was carried out with 175 children (18-40 months) in 12 child-care-centre groups. Children's behaviours were observed during free plays, and both children and caregivers' locations were recorded. When peers were nearby, children's social behaviours were compared when they were in the immediate proximity (within 2 m) and out of the immediate proximity of a caregiver. Results show that in the latter situation children spend substantially more time addressing social overture to peers and interacting with them; positive interactions with peers show a particularly marked difference. This pattern of results is exhibited by the greater part of the children. Whatever the child-care-centre group, the age subgroup or the gender considered similar results are found. Results also demonstrate that when children are in the immediate proximity of caregivers they are socially oriented towards the attractive adult partners rather than towards peers.

Two-to-three-year-old children's interactions with peers in child-care centres: Effects of spatial distance to caregivers

novel playgroup of unfamiliar peers. Cortisol levels during the morning play session were compared with measures obtained at home. In the initial phases of the session, when responsive caregivers were attending to the children, Cortisol levels were lower than corresponding home measures. However, during the subsequent phase where children played and interacted without adult support, change in Cortisol concentrations departed from home baseline. Average Cortisol concentrations re mained stable rather than decreasing as in home. Λ marked absolute increase was observed for one third of the children. Two behaviors—self-centered and positive peer interaction—were reliable predictors of an increase in Cortisol during the chal lenging phase. Children showing an adrenocortical arousal before the challenging phase tended to develop a cautious attitude toward peers, monitoring them and avoiding social interaction. The dynamic relationships among initial adrenocortical reaction, subsequent behavior, and final Cortisol response are discussed.

Cortisol and Behavioral Responses of Young Children in a Group of Unfamiliar Peers.

Environmental psychology theorists have called for the development of “transactional” models that emphasize the bidirectional relationship between environment and behavior (Barker, 1976; Bronfenbrenner & Crouter, 1983; Stokols, 1978; Wohlwill, 1970). However, the influence of environmental features on children’s behavior has often been studied without considering the behavioral characteristics that could enable a child to better adapt to environmental constraints.

Alain Legendre

Papers

Environmental Features Influencing Toddlers' Bioemotional Reactions in Day Care Centers

Interindividual Relationships in Groups of Young Children and Susceptibility to an Environmental Constraint

Two-to-three-year-old children's interactions with peers in child-care centres: Effects of spatial distance to caregivers

Cortisol and Behavioral Responses of Young Children in a Group of Unfamiliar Peers.

Young Children’s Social Competence and Their Use of Space in Day-Care Centers