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JOURNAL ARTICLE REVIEW
Article Review
This article centers on the examination of stress responses in early development in
relation to psychosocial stresses in children between the ages of 1 and 6. This age group was
chosen because it is believed that these children have acquired a certain level of psychomotor
independence beyond infancy. Additionally, children in this age range have a quick phase of
socioemotional growth, which makes them especially susceptible to the effects of psychosocial
stresses. There are many factors that contribute to early childhood stress. As written in the
article, “the studies were categorized based on psychosocial stressors derived from the
ecobiodevelopmental model, which included social and economic resources, maternal mental
health, parent-child connections, and their physical environment” (Bates et al., 2022).
According to the article, the ecobiodevelopmental framework suggests positive, tolerable,
and toxic child stress responses to stressors that cause “stress” based on long-term child
development (Bates et al., 2022). When a child is provided with "buffering" by an adult
caregiver, such as love and support, it may facilitate positive stress and contribute to the child's
growth and progression along their developmental trajectory. Nonnormative situations like
divorce and family death cause children tolerable stress. Buffering from an adult may lessen the
likelihood of extended stress response activation and long-term health effects on a child. Toxic
stress—child abuse, neglect, or mother depression—is the third and most harmful form. In early
life, toxic stress may impair neurological function and other vital organ development, causing
health problems (Bates et al, 2022). An unfavorable psychosocial stressor refers to a life
circumstance that has the potential to induce a significant amount of stress and perhaps lead to
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Practical Application
After doing a thorough examination of this paper, I have acquired a deeper understanding
of the wide-ranging elements that influence early childhood stress. Various stressors may elicit a
stress response in children, including emotional, physical, and environmental factors, all of
which possess equal potential to influence their stress levels. However, when stress is
experienced in moderate amounts and there are supportive adults available to alleviate and
mitigate its effects, stress may contribute to the growth and development of children, fostering
their resilience and fortitude.
As mentioned in the article, offering love and support to children fosters positive stress
that facilitates to their growth and development (Bates et al., 2022). It is important that I
recognize and acknowledge what the children are feeling and help them cope with any negative
emotions that could increase their stress. As an educator specializing in early childhood
development, it is also essential for me to establish a robust and constructive rapport with the
parents of the children in my care. This connection allows me to get insights into the child's
immediate surroundings, enabling me to provide appropriate assistance and mitigate any stresses.
Furthermore, early childhood stress may manifest whenever a child is compelled to adjust
to new situations that’s why setting a consistent classroom routine will help reduce the stress that
a young child may experience. Creating a fun learning environment inside the classroom that
elicits enjoyment among students, whether it is through unstructured play with blocks or
uninterrupted solitary moments in the library, requires finding the right balance between their
preferred activities and leisure time, therefore facilitating stress reduction.
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JOURNAL ARTICLE REVIEW
References
Bates, R. A., Militello, L., Barker, E., Villasanti, H. G., & Schmeer, K. (2022, September 5).
Early childhood stress responses to psychosocial stressors: The state of the science.
Developmental Psychobiology, 64(7). https://doi.org/10.1002/dev.22320
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