ABSTRACT
This chapter reviews the literature on the significance of emotional and social learning to children's early development, and its foundational role in cognitive development and school readiness. The chapter also underscores the ways that high levels of trauma in early childhood can delay or derail the natural processes of early brain development, and the brains of children facing unrelenting stress may become programmed to focus on ‘fight, flight, or freeze’ responses rather than developing parts of the brain associated with the self-control, self-confidence, and executive function skills that will help children to be ready for school and to develop interpersonal relationship skills. The chapter presents research findings from our interviews that show that young children's developing brains are incredibly responsive to strong and nurturing early childhood supports, and early care and learning providers who are aware of this reality can help these children to develop to their full capacity and go on to thrive in school and later in life.
