Early experience and stress regulation in human development

Megan R Gunnar, Michelle M. Loman

Research output: Chapter in Book/Report/Conference proceedingChapter

4 Citations (Scopus)

Abstract

Since the work of Hans Selye (1973), the idea that stress can be detrimental to health has become common knowledge. Less commonly known is the evidence that stress may have detrimental effects on development (De Bellis, 2001; Gunnar & Vazquez, 2006; Heim, Plotsky, & Nemeroff, 2004). In this chapter, we describe what is known about the physiology of stress and its potential influence on young children. We then turn to studies of human development to examine the ways that stress is regulated early in life and the evidence that the stress system is responsive to adverse conditions during infancy and early childhood. Stress results when demands exceed immediately available resources (Lazarus & Folkman, 1984). These demands may be physical or psychological. Regardless, the imbalance in demands and resources requires that resources need to be found to meet the demands (Gunnar, 2000). These resources may be external, such as the help and support provided by parents and friends, or internal, such as a novel solution to a problem. Obtaining resources requires energy. Finding the energy needed for action and tuning the brain and body to meet the demands of the moment are the jobs of the stress system (Sapolsky, 1994). The stress system finds the energy we need to deal with immediate demands by putting future-oriented processes on hold. If there is an immediate threat to our survival, we do not need to put energy into fighting off a virus, digesting our lunch, or growing an extra inch.

Original languageEnglish (US)
Title of host publicationNature and Nurture in Early Child Development
PublisherCambridge University Press
Pages97-113
Number of pages17
ISBN (Electronic)9780511975394
ISBN (Print)9780521840408
DOIs
StatePublished - Jan 1 2010

Fingerprint

Lunch
Human Development
Psychological Stress
Parents
Psychology
Viruses
Survival
Health
Brain

Cite this

Gunnar, M. R., & Loman, M. M. (2010). Early experience and stress regulation in human development. In Nature and Nurture in Early Child Development (pp. 97-113). Cambridge University Press. https://doi.org/10.1017/CBO9780511975394.005

Early experience and stress regulation in human development. / Gunnar, Megan R; Loman, Michelle M.

Nature and Nurture in Early Child Development. Cambridge University Press, 2010. p. 97-113.

Research output: Chapter in Book/Report/Conference proceedingChapter

Gunnar, MR & Loman, MM 2010, Early experience and stress regulation in human development. in Nature and Nurture in Early Child Development. Cambridge University Press, pp. 97-113. https://doi.org/10.1017/CBO9780511975394.005
Gunnar MR, Loman MM. Early experience and stress regulation in human development. In Nature and Nurture in Early Child Development. Cambridge University Press. 2010. p. 97-113 https://doi.org/10.1017/CBO9780511975394.005
Gunnar, Megan R ; Loman, Michelle M. / Early experience and stress regulation in human development. Nature and Nurture in Early Child Development. Cambridge University Press, 2010. pp. 97-113
@inbook{b1c8f0d869ec414f8e31fb4cf7584121,
title = "Early experience and stress regulation in human development",
abstract = "Since the work of Hans Selye (1973), the idea that stress can be detrimental to health has become common knowledge. Less commonly known is the evidence that stress may have detrimental effects on development (De Bellis, 2001; Gunnar & Vazquez, 2006; Heim, Plotsky, & Nemeroff, 2004). In this chapter, we describe what is known about the physiology of stress and its potential influence on young children. We then turn to studies of human development to examine the ways that stress is regulated early in life and the evidence that the stress system is responsive to adverse conditions during infancy and early childhood. Stress results when demands exceed immediately available resources (Lazarus & Folkman, 1984). These demands may be physical or psychological. Regardless, the imbalance in demands and resources requires that resources need to be found to meet the demands (Gunnar, 2000). These resources may be external, such as the help and support provided by parents and friends, or internal, such as a novel solution to a problem. Obtaining resources requires energy. Finding the energy needed for action and tuning the brain and body to meet the demands of the moment are the jobs of the stress system (Sapolsky, 1994). The stress system finds the energy we need to deal with immediate demands by putting future-oriented processes on hold. If there is an immediate threat to our survival, we do not need to put energy into fighting off a virus, digesting our lunch, or growing an extra inch.",
author = "Gunnar, {Megan R} and Loman, {Michelle M.}",
year = "2010",
month = "1",
day = "1",
doi = "10.1017/CBO9780511975394.005",
language = "English (US)",
isbn = "9780521840408",
pages = "97--113",
booktitle = "Nature and Nurture in Early Child Development",
publisher = "Cambridge University Press",

}

TY - CHAP

T1 - Early experience and stress regulation in human development

AU - Gunnar, Megan R

AU - Loman, Michelle M.

PY - 2010/1/1

Y1 - 2010/1/1

N2 - Since the work of Hans Selye (1973), the idea that stress can be detrimental to health has become common knowledge. Less commonly known is the evidence that stress may have detrimental effects on development (De Bellis, 2001; Gunnar & Vazquez, 2006; Heim, Plotsky, & Nemeroff, 2004). In this chapter, we describe what is known about the physiology of stress and its potential influence on young children. We then turn to studies of human development to examine the ways that stress is regulated early in life and the evidence that the stress system is responsive to adverse conditions during infancy and early childhood. Stress results when demands exceed immediately available resources (Lazarus & Folkman, 1984). These demands may be physical or psychological. Regardless, the imbalance in demands and resources requires that resources need to be found to meet the demands (Gunnar, 2000). These resources may be external, such as the help and support provided by parents and friends, or internal, such as a novel solution to a problem. Obtaining resources requires energy. Finding the energy needed for action and tuning the brain and body to meet the demands of the moment are the jobs of the stress system (Sapolsky, 1994). The stress system finds the energy we need to deal with immediate demands by putting future-oriented processes on hold. If there is an immediate threat to our survival, we do not need to put energy into fighting off a virus, digesting our lunch, or growing an extra inch.

AB - Since the work of Hans Selye (1973), the idea that stress can be detrimental to health has become common knowledge. Less commonly known is the evidence that stress may have detrimental effects on development (De Bellis, 2001; Gunnar & Vazquez, 2006; Heim, Plotsky, & Nemeroff, 2004). In this chapter, we describe what is known about the physiology of stress and its potential influence on young children. We then turn to studies of human development to examine the ways that stress is regulated early in life and the evidence that the stress system is responsive to adverse conditions during infancy and early childhood. Stress results when demands exceed immediately available resources (Lazarus & Folkman, 1984). These demands may be physical or psychological. Regardless, the imbalance in demands and resources requires that resources need to be found to meet the demands (Gunnar, 2000). These resources may be external, such as the help and support provided by parents and friends, or internal, such as a novel solution to a problem. Obtaining resources requires energy. Finding the energy needed for action and tuning the brain and body to meet the demands of the moment are the jobs of the stress system (Sapolsky, 1994). The stress system finds the energy we need to deal with immediate demands by putting future-oriented processes on hold. If there is an immediate threat to our survival, we do not need to put energy into fighting off a virus, digesting our lunch, or growing an extra inch.

UR - http://www.scopus.com/inward/record.url?scp=84926971454&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84926971454&partnerID=8YFLogxK

U2 - 10.1017/CBO9780511975394.005

DO - 10.1017/CBO9780511975394.005

M3 - Chapter

SN - 9780521840408

SP - 97

EP - 113

BT - Nature and Nurture in Early Child Development

PB - Cambridge University Press

ER -