Cortisol response to physical activity in African American toddlers attending full-time day care

Sarah J Wall1, Mary E Rudisill, L Bruce Gladden

  • 1Department of Health and Physical Education at Eastern New Mexico University, Portales, NM 88130, USA. sarah.wall@enmu.edu

Insights

African American toddlers in daycare showed no significant cortisol changes after physical play. Heart rate increased, but stress hormone levels remained stable, indicating a need for further research into their physiological responses.

Area of Science:

  • Pediatric Health
  • Child Development
  • Stress Physiology

Background:

  • Cortisol levels in toddlers can indicate physiological stress.
  • Understanding stress responses in early childhood is crucial for development.
  • Daycare environments present unique social and physical contexts for children.

Purpose of the Study:

  • To investigate the cortisol response of African American toddlers during physical play in a subsidized daycare.
  • To compare cortisol levels before and after acute physical activity versus a control play condition.

Main Methods:

  • Saliva samples collected from 22 toddlers (26-45.5 months) before and after play sessions.
  • Physical play and control play conditions assessed for intensity using Actiheart monitors.
  • Cortisol levels measured to determine physiological stress response.

Main Results:

  • Heart rate and other physiological indicators were significantly elevated during physical play.
  • No statistically significant change in cortisol levels was observed pre- to post-physical play.
  • The findings suggest a complex relationship between physical activity and stress hormones in this population.

Conclusions:

  • Toddlers in this study did not exhibit a measurable cortisol change in response to acute physical play.
  • Further research is required to elucidate the nuances of cortisol regulation during physical activity in young children.
  • The study highlights the need for more investigation into the physiological stress markers in diverse early childhood settings.

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