Building Resilience: Reducing the Impact of Adverse Childhood Experiences

Autor/inn/en	Herndon, Martha; Waggoner, Cathy
Titel	Building Resilience: Reducing the Impact of Adverse Childhood Experiences
Quelle	In: Dimensions of Early Childhood, 49 (2021) 1, S.28-33 (6 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-6177
Schlagwörter	Resilience (Psychology); Stress Variables; Biochemistry; Trauma; Child Development; Risk; Well Being; Brain Hemisphere Functions; Caring; Trust (Psychology); Physiology; Prevention; Preschool Education; Infants; Toddlers; Classroom Techniques; Empathy; Teacher Student Relationship; Safety; Self Esteem + Suchen Sie Ihr Suchwort? Biochemie; Kindesentwicklung; Risiko; Well-being; Wellness; Wohlbefinden; Care; Pflege; Sorge; Betreuung; Physiologie; Prävention; Vorbeugung; Pre-school education; Vorschulerziehung; Infant; Toddler; Toddlers; Kleinkind; Infants; Klassenführung; Empathie; Teacher student relationships; Lehrer-Schüler-Beziehung; Sicherheit; Self-esteem; Selbstaufmerksamkeit
Abstract	The development of young children can be disrupted by repeated stress because stress triggers a response which changes the chemistry of their bodies (National Scientific Council on the Developing Child (NSCDC), 2014). Adverse Childhood Experiences (ACEs) is used to describe stressful or traumatic experiences which threaten children's development. The degree to which children are impacted by ACEs varies due to a variety of factors such as age and gender, severity and duration of exposure, and the presence or absence of supportive adults. ACEs create risk but are not fate. However, there is evidence that toxic stress does have the potential to impact a child's future outcomes (Centers for Disease Control Vital Signs, 2019; Tennessee Department of Health, 2015). Brain development is at the highest level during the early years. Stress can be damaging to health and well-being if activated too often or for too long (toxic stress). Adrenaline and cortisol are produced in response to stress and prepare the body to respond to adversity. Sustained or frequent stress can lead to impairment in brain architecture and developing organs affecting learning, memory, and self-regulation (NSCDC, 2014; NSCDC, 2020). ACEs are preventable. Safe, stable, and nurturing relationships help children reach their potentials and reduce the likelihood and harm linked to ACEs (CDC, 2019). Resilience is built by supplying safe environments, giving caring attention, building trusting relationships, listening to feelings, responding in positive ways, and providing opportunities for success (Pizzolongo & Hunter, 2011). (ERIC).
Anmerkungen	Southern Early Childhood Association. PO Box 8109 Jacksonville, AR 72078. Tel: 501-221-1648. e-mail: info@seca.info; Web site: https:// www.seca.info/dimensions
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01