How does stress affect child development?

How does line affect child increment?The advance(prenominal) long time present us with a window of opportunity to enhance increase we alike need be aw atomic number 18 of propagation of vulnerability when the head teacher is affected by adverse experiences. (Landy, 2009, p.29) This is a passage taken protrude from Landy, Pathway to Competence encouraging social and emotional knowledge in young children. From her book, we see evidence of how children commode be influenced through divers(prenominal) experiences. separate out for instance, lavatory brace signifi senst adverse effects on how children develop whether physically, mentally and socially. Children display changes in their physical well- creation when low deform such as, maintainting sick frequently, and weak resistive dodges. infirmity in children due to weak immune system impacts the mental organic evolutional stage as children experience high levels of attempt affected by trauma and abuse that influen ces their head in dramatic ways. As the childs thinker experiences dramatic changes, it also affects the social developmental stages and plays an impact on the childs behaviour. We a good deal see children who are abused at home would normally deliver peculiar behaviours that would affect them negatively with their social relationship. These developmental stages are interrelate with each former(a) usually interference in one sweep would frequently implicate delays with the others. Hence it is of import to set aside a nurturing environment that promotes balance with all stages of development.How does emphasis has adverse effects with children physically? Stress is the physiological and psychological receptions to perceived threat. (Weiten, 2004, p.529). Stress is often times connect to bad experience this is the general public assumption. The fact is that stress can be good or bad. The body response to stress by pumping the heart faster to increase blood flow to our muscl es so we have relegate strength, bronchioles in the lungs are dilated so we can breathe better, pupils are dilated so we see better (Sympathetic nauseated system, 2010). Stress in a collateral aspect normally puts children in a stage of alertness, which can back up them direction. When children are focused, they can learn and they will be better at retaining information, they will have appropriate responses all in all, stress can be a good thing as it deuce-aces to irresponsible creative thinker development. Prolonged exposure to stress however will also have critical undesirable effects on children and their brain. Stress response includes reducing peristalsis movement in the gastrointestinal tract, decreased piddle secretion and triggered releases of the ductless glands cortisol and adrenaline. (Gould, 2006, p. 218). Adrenaline and cortisol both play an important role in stress physiology. Adrenaline and cortisol control immune system, additionally cortisol also suppress ed physical growth and affects legion(predicate) aspects of brain activities, including memory and emotion. (Victor G. Carrion, Carl F. Weems, and Allan L. Reiss, 2007) Due to the prolonged exposure of stress, children can get sick frequently from all sort of infection due to suppressed immune system unable to heal properly due to undernourishment and delay or undergrowth from excessive adrenaline and cortisol hormones. These hormones shake childrens brain to under develop leading to their physical development being delayed. Positive stress in childrens physical development will lead to brawny overall development of the child.Stress in early on development can either have positive effects or be highly destructive of brain organization and development. (Landy, 2009) The structural organization of the brain from early childhood dos shape and defines a person. According to Doctor Perry, in his article regarding traumatized children, children reflect the world in which they are rai sed. If that world is characterized by threat, chaos, unpredictability, fear and trauma, the brain will reflect that by altering the development of the neural systems involved in the stress and fear response. (Perry, 2000, p48-51) As mentioned above, stress response from our body triggers the release of the hormone cortisol. The prolong secretion of the hormone cortisol can affect the cells activity in our body which mean children who are under stress constantly are at high risk of develop genetic disorder, both mental and physical. (Landy, 2009) The brain consists of some different circuits and pathways of neurons connected to each other it can be extremely sensitive to any disturbance. Long term stress can rewire the brain, leaving affected individual more vulnerable to anxiety and falloff. (Smith, Gill, Segal, 2009) all-inclusive period of stress can cause part of the brains to weaken, for example, the genus Hippocampus in the limbic system, which is an area of the brain t hat is responsible for memory and information processing, can become smaller. (Smith, Gill, Segal, 2009) There are cases of abused children who have limbic system abnormalities Research has signaln that abused children or children who are suffered from post traumatic stress disorder have smaller hippocampus, due the degeneration of dendrites in the hippocampus area. (Lundback, 1997) Dendrites are the branches of neurons which are important for conducting information through all split of the brain and body. Children who are under chronic stress whitethorn show signs of fatigue, loss of appetite, neutrality, short attention span, difficulty understanding or retaining information, and the dip goes on. All these factors will reflect on childrens brain their mental development as they are unable to stabilize due to the stress in their environment that they are being exposed to.Negative emotions related to stress are often manifested through behaviours. Stress may cause troubled be haviours such as worry with controlling impulses, which may end with children pain in the ass themselves or hurting other children around them (Nemours Foundation, 1995-2010). Children who have no self-importance control may not have a sense of time, may be prone to throwing temper tantrums, display aggression towards others. Stress may also causes changes in behaviour. Children under stress change their behaviour and act by doing things that are not in keeping with their usual styles. (Nemours Foundation, 1995-2010) As mentioned aggressive children may take out their frustration on other children around them behaviours with hitting, biting, kicking, pushing, forcefully taking other toys are normal in children who are suffering from stress. Children who are stressed may show dis elicit towards many things they lose focus in school, withdrawn and no interest of new friendship, unable to function independently, may exhibit fears and timid toward their surround and are unable to fo rm social relationship. Other children may avoid them for their aggressive behaviours, wary of their disruptive behaviours, or may not inadequacy to socialize with them because of the lack of responses. The lack of social support may at last lead the children who also suffer from stress to depression. If a child leaps to depression the brain is unable to relay messages to different parts of the brain which in return leads the child to unable to process information to making positive decisions in the social aspect.There are incumbrances available for children who suffer from stress. premier and foremost, parents must realize in that respect is something wrong with their children. The presence of sensitive and reactive do bygivers can help equip children with the tools needed to handle stress in a wellnessy manner. (Gunnar, Herrera, Hostinar, 2009) Parents must be able to recognize the signs and symptoms of stress. in one case a parent realizes their children are in need of h elp, parents should continue to provide sell. Care givers may help children meet basic vexation by making sure they are eating adequately, sleep, eliminates, and maintains personal cleanliness. (Valfre, 2009, p.142) Often times parents or caregivers are the only people who can provide slam and acceptance, no matter how peculiar the behaviours of the children may be. Each child is candid of doing something. Parents or care givers can help them find something to do pull ahead them to think of ideas that help them reduce their stress. Encourage young children to grow and to puree for higher levels of functions, to strive for more. (Valfre, 2009, p.143) Children who can actively contribute ideas can help them build confidence and reduce stress. Children who found something to help with their stress would tincture that their situation is not so hopeless after all. Encourage self care and independence help children grow and develop. (Nemours Foundation, 1995-2010) Parents and care givers should be there to listen, provide assistance when needed, and limit stress situations as much as possible. It is normal to be anxious when parents see their children under stress, and as parents and care givers, it is normal to want to fix their problems. However this will not help them in the long run. Instead, parents and care givers should focus on helping them with their problem solving skills, helping them grow. The least but not the last, parents or care givers should be there when their children need them. Kids dont always feel like trounce about whats bothering them. Sometimes thats OK. Let your kids know youll be there when they do feel like talking. Even when kids dont want to talk, they usually dont want parents to decease them alone.(Nemours Foundation, 1995-2010)Stress can have adverse effects in developing children. Consequences of unmanaged childhood stress are linked to physical, emotional and behavioural difficulties that adversely influence all aspects o f development, often leading to careerlong problems.(Landy, 2009) It is infixed for parents, care givers or teachers to realize when a child is in need. Early intervention can often prevent serious complications. Children should have a kick downstairs to grow in an environment which will help their brains develop. The brain is an essential part of humans in which the proper development in the early years of childhood is essential to healthy brain. The early years of life constitute a particularly sensitive period during which chronic stress may lead to dysregulation of the stress system and may compromise brain development. (Gunnar, Herrera, Hostinar, 2009) After all, according to Nash, Rich experiences in another word genuinely do produce rich brain.ReferencesBerk, L.E. (2002). Infants, children, and adolescents. Boston Allyn and Bacon. (Berk, 2002)Gould, B.E. (2006). Pathophysiology for the health professionals. Philadelphia Saunders Elsevier. (Gould, 2006)Gunnar, M.R, Herrer a, A, Hostinar, C.E. (2009). Stress and early brain development. Manuscript submitted for publication, Centre of Excellence for Early Childhood Development, University Of Minnesota, Minnesota, USA. Retrieved shew 1, 2010 from http//www.ccl-cca.ca/pdfs/ECLKC/encyclopedia/Enc09_Gunnar-Herrera-Hostinar_brain_en.pdf (Gunnar, Herrera, Hostinar, 2009)Jewett, J, Peterson, K. (2002, December). Stress and young children. 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