Early Life Stress, Its Effects, and Resilience
Abstract
Nowadays, stress factors have been increasing from early childhood, and unfortunately, it is not possible to completely eliminate them. There is a growing body of literature demonstrating how stress alters brain structure and leads to long-term negative outcomes. However, it is possible to foster resilience, which encompasses both the protective systems that reduce the negative impact of stressors and the individual’s coping skills. When the expanding resilience literature is combined with the conditions and needs of modern people, it becomes clear that resilience should no longer be regarded merely as a rising research interest, but as a capacity that must be cultivated. Current article addresses the stress and resilience topics within the early childhood context, explaining “positive stress, tolerable stress, and toxic stress.” Subsequently, resilience is examined as a capacity standing in direct opposition to these stressors, and the transformative role of early childhood education in enhancing resilience is discussed.
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