Persistent Fear and Anxiety Can Affect Young Children’s …
the developing brain, particularly in those areas in-volved in emotions and learning. A large and grow-ing body of research, including animal studies as well as recent neuroimaging studies of human adults, has revealed groundbreaking insights into the brain circuitry that underlies how we learn to be afraid . 7,8
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Stress Disrupts the Architecture of the Developing Brain
developingchild.harvard.edu2 Excessive Stress Disrupts the Architecture of the Developing Brain WWW.DEVELOPINGCHILD.HARVARD.EDU NATIONAL SCIENTIFIC COUNCIL ON THE DEVELOPING CHILD supportive relationships, it also can become toxic to the body’s developing systems. Toxic stress refers to strong, frequent, or pro - longed activation of the body’s stress …
Young children Develop in an environment of relationships
developingchild.harvard.edumore likely to develop insights into other peo-ple’s feelings, needs, and thoughts, which form a foundation for cooperative interactions with others and an emerging conscience. Sensitive and responsive parent-child relationships also are associated with stronger cognitive skills in young children and enhanced social compe-
The Science of Early Childhood Development
developingchild.harvard.eduCouncil Partners The FrameWorks Institute The Johnson & Johnson Pediatric Institute The National Conference of State Legislatures Council Sponsors The Buffett Early Childhood Fund The Pierre and Pamela Omidyar Fund The John D. and Catherine T. MacArthur Foundation Suggested citation: The Science of Early Childhood Development. (2007)
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developingchild.harvard.eduthe scenario and roles to support pretend play. n Provide a varied set of props and toys to encourage this type of play. Younger pre-schoolers may need more realistic props to get the play started (e.g., toy medical kits), while older children can re-purpose other things to turn them into play props (e.g., paper towel
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