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Figure 1. Stress response systems’ effects on the body (The Center on the Developing Child, Harvard University)
Positive stress results in brief increases in heart rate and hormones, and is normal and needed for healthy development. Examples are a shot at the doctor’s office, or the first day of school.
Tolerable stress, such as a serious injury or loss of a loved one, is more intense and causes the body’s stress systems to go on high alert. But it may not have a negative effect on the developing brain if the event is cushioned by a positive relationship with a caregiver.
Toxic stress occurs when negative events are chronic or prolonged, such as severe poverty, domestic abuse, parental mental health issues or drug/alcohol dependency, severe maternal depression, repeated abuse, or chronic neglect. When exposure to toxic stress is not buffered by the support of a caregiver, the brain’s developing structure can be permanently damaged.
Toxic stress may cause abnormal organization and function of the brain, including:
The best way to shield developing brains from the effects of toxic stress is to avoid exposure to long-term stressful conditions. While childcare providers may not be able to prevent toxic stress, research shows that early responsive relationships with caring adults can reverse the damaging effects. Babies can learn to calm and regulate their emotions if supported. In other words, the loving care you provide to young children could make a permanent difference in their mental and physical health.
Tolerable stress, such as a serious injury or loss of a loved one, is more intense and causes the body’s stress systems to go on high alert. But it may not have a negative effect on the developing brain if the event is cushioned by a positive relationship with a caregiver.
Toxic stress occurs when negative events are chronic or prolonged, such as severe poverty, domestic abuse, parental mental health issues or drug/alcohol dependency, severe maternal depression, repeated abuse, or chronic neglect. When exposure to toxic stress is not buffered by the support of a caregiver, the brain’s developing structure can be permanently damaged.
Toxic stress may cause abnormal organization and function of the brain, including:
- Fewer synaptic connections (synaptic connections are what make the brain function)
- Under-developed executive skills, reasoning and decision-making abilities
- Less success in school, processing new information, and learning
- Less likely to develop caring relationships
- More aggressive and impulsive behavior
- Weaker immune, metabolic and cardiovascular systems
The best way to shield developing brains from the effects of toxic stress is to avoid exposure to long-term stressful conditions. While childcare providers may not be able to prevent toxic stress, research shows that early responsive relationships with caring adults can reverse the damaging effects. Babies can learn to calm and regulate their emotions if supported. In other words, the loving care you provide to young children could make a permanent difference in their mental and physical health.
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Brain development and screen time (television, video games, smart phones, computers, DVDs, etc.) can also have an adverse effect on early brain development. Research has found that screen time is associated with problems with executive functions such as attention, concentration, impulsivity, imagination, planning, language and social skills. Children who spend lots of time in front of screens are at higher risk of being overweight, prejudiced, sedentary, fearful, aggressive, and/or unable to distinguish between fantasy and reality.
The American Academy of Pediatrics recommends no screen media (television, computer games, videos, DVDs, etc.) for children two and younger. Older children should see no more than 1-2 hours per day. Providers can help by not using screens at child care, saving the daily hour for home. Research shows that videos geared towards making babies “smarter” (such as “Baby Einstein”) actually do the opposite and delay intellectual and language development. This is because young children learn by interacting with people and their environments, not by passive watching. |
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