These developmental differences are important to understanding the behavioral and emotional risks and protective factors involved. Children understand, manage, think, feel, and talk about their experiences differently at different ages. Second, cognitive, social, and emotional characteristics are all intertwined within the architecture of the brain, and these capacities vary at different developmental stages. Therefore, it is essential to examine the quality of the children’s environmentsĪnd relationships in order to tap the risks for adversaries and the protective factors that may assist in promoting positive mental and physical health. First, emotional health for young children is very strongly influenced by their environment and the nature of their relationships and the support or risks these relationships confer. Although mental health challenges for young children share many biological and behavioral characteristics with those of older children and adults, there are several aspects which differentiate early childhood from later developmental stages. Adverse experiences early in life, particularly for vulnerable children, have been shown to predict the emergence of later physical and mental health problems (Edwards, Holden, Felitti, & Anda, 2003). Recent research indicates that early intervention can have a positive impact on the trajectory of common emotional or behavioral problems as well as outcomes for children with adversities and disorders (National Scientific Council on the Developing Child, 2012). These important experiences include children’s relationships with parents, caregivers, relatives, teachers, and peers, which play a critical role in shaping social, emotional, and cognitive development. The science of early childhood development demonstrates that the foundations for sound mental health are built early in life, as early experiences shape the architecture of the developing brain (Miller & Kinsbourne, 2012). Studies on early childhood recognize that infancy and early childhood are distinct developmental periods in which young children differ significantly from older children, adolescents, and adults in terms of cognitive skills, language and communication, self-regulation, and socioemotional functioning (Mowder, Rubinson, & Yasik, 2009). Infant, Preschool, and Early Childhood Development And finally, we conclude by identifying future research directions. Third, a summary of the studies reflecting challenges in the application of the salutogenic conceptualization to education with a focus on the experiences of children is discussed, alongside the risk factors, protective factors, and interventional implications related to current trends in the SOC studies within different contextual perspectives. Second, the adaptation of the original SOC scale to children and its characteristics is described. A comprehensive review of the literature (from 2000 to 2013) on SOC and children demonstrated a diverse range of themes: SOC within the child’s contextual environments-family, school, peers, and community, and SOC as a predictor of children’s health and health behavior.įirst, a short description of the infant, preschool, and early childhood stage is presented, focusing on the challenges of this developmental stage. In order to understand the developmental perspective of resiliency, we reviewed studies examining sense of coherence (SOC) at children’s different developmental stages, from infants and toddlers through preschool children to school-aged children (up to 12 years of age). Our goals were to present the significance of the salutogenic conceptualization to the development and education of children, exploring in depth not only children with typical development, but also children with special needs, their schools, families, and community environments.
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