Associations between social engagement and parasympathetic activity in the early childhood education classroom.

This study examined how social interactions in early childhood classrooms relate to children's nervous system activity. Researchers observed 80 four-year-old children and measured their parasympathetic nervous system activity while tracking the quality of their social interactions with teachers and peers. The findings showed that positive interactions with teachers were associated with increased parasympathetic activity, while positive peer interactions were linked to decreased activity over time.

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