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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).

The article discusses the development of young children can be disrupted by repeated stress which changes the chemistry of their bodies at the National Scientific Council on the Developing Child (NSCDC). Topics include maintain self-control in the face of disagreements among children, tense interactions with parents or other staff, and serious health threats; and role of stress, and the characteristics of human interactions in relation to resilience.

The positive impact of high-quality early childhood programs on school readiness has been documented. These results have been especially true for at-risk children. In the current research, children aged birth to 4 years were identified as being at risk and received scholarships for childcare in one of eight licensed high-quality centers. The children who used the scholarships-- the treatment group--were compared to those who did not use them or those who used them for only a short time--the control group. When children entered kindergarten, the Brigance Early Childhood Screen II K & 1 was used to evaluate their readiness. The method was a quasi-experimental, posttest only design. Children in the treatment group scored significantly higher on the Brigance than the children in the control group. The results reconfirm and support the early childhood literature demonstrating the positive impact of quality childcare, especially for at-risk children. [ABSTRACT FROM AUTHOR]