Erken Dönemde Stres, Etkileri veYılmazlık

Meltem Emen Parlatan; Durmuş Aslan

doi:10.24130/eccdjecs.1967202592677

TR EN

Erken Dönemde Stres, Etkileri veYılmazlık

Öz

Günümüzde erken çocukluktan itibaren her geçen gün insanlar için stres unsurları çoğalmakta ve bunların tamamını ortadan kaldırmak da ne yazık ki mümkün olamamaktadır Yaşanan stresin beyin yapısını nasıl değiştirdiğini, uzun vadeli negatif sağlık ve gelişim çıktılarına nasıl yol açtığını ortaya koyan birikimli bir literatür bulunmaktadır. Öte yandan, hem stresörün olumsuz etkisini azaltan koruyucu sistemleri hem de bireyin başa çıkabilme becerilerini içinde bulunduran “yılmazlığı” geliştirmek mümkündür. Büyüyen yılmazlık literatürü, günümüz insanının koşulları ve ihtiyaçları ile birleştirildiğinde; yılmazlığın artık ilginin arttığı bir araştırma konusundan ziyade mutlaka geliştirmesi gereken bir kapasite haline gelmesi gerektiği açıktır. Bunu sağlamaya yönelik bir çaba olarak mevcut makalede stres ve yılmazlık konuları erken çocukluk bağlamında ele alınmış, “pozitif stres, tolere edilebilir stres ve toksik stres” açıklanmıştır. Ayrıca, yaygın bir toksik stresör olarak yoksulluktan bahsedilmiştir. Sonrasında bunların tam karşısında duran bir kapasite olarak “yılmazlık” irdelenmiş ve erken çocukluk eğitiminin psikolojik sağlamlığı arttırmadaki dönüştürücü rolü tartışılmıştır.

Anahtar Kelimeler

Yılmazlık, Toksik stres, Stres, Psikolojik sağlamlık, Erken çocukluk eğitimi

Early Life Stress, Its Effects, and Resilience

Öz

Nowadays, stress factors have been increasing from early childhood, and unfortunately, it is not possible to completely eliminate them. There is a growing body of literature demonstrating how stress alters brain structure and leads to long-term negative outcomes. However, it is possible to foster resilience, which encompasses both the protective systems that reduce the negative impact of stressors and the individual’s coping skills. When the expanding resilience literature is combined with the conditions and needs of modern people, it becomes clear that resilience should no longer be regarded merely as a rising research interest, but as a capacity that must be cultivated. Current article addresses the stress and resilience topics within the early childhood context, explaining “positive stress, tolerable stress, and toxic stress.” Subsequently, resilience is examined as a capacity standing in direct opposition to these stressors, and the transformative role of early childhood education in enhancing resilience is discussed.

Anahtar Kelimeler

Resilience, Psychological resilience, Toxic stress, Stress, Early childhood education

Kaynakça

Alvord, M. K., & Grados, J. J. (2005). Enhancing resilience in children: A proactive approach. Professional Psychology: Research and Practice, 36(3), 238.
Anda, R. F., Felitti, V. J., Bremner, J. D., Walker, J. D., Whitfield, C. H., Perry, B. D., ... & Giles, W. H. (2006). The enduring effects of abuse and related adverse experiences in childhood. European Archives of Psychiatry and Clinical Neuroscience, 256(3), 174-186.
Anthony, E. J. (1987). Risk, vulnerability, and resilience: An overview. In E. J. Anthony & B. Cohler (Eds.), The invulnerable child (pp. 3–48). New York, NY: Guilford Press.
Aydilek, G., & Karaoğlan, D. (2024). Maternal Depression and Physical Health of Under-Five Children in Turkey. The Journal of Mental Health Policy and Economics, 27(2), 47-58.
Bazzano, A. N., Sun, Y., Zu, Y., Fleckman, J. M., Blackson, E. A., Patel, T., ... & Roi, C. (2023). Yoga and mindfulness for social-emotional development and resilience in 3–5 year-old children: non- randomized, controlled intervention. Psychology Research and Behavior Management, 109-118.
Bernstein, R. E., Measelle, J. R., Laurent, H. K., Musser, E. D., & Ablow, J. C. (2013). Sticks and stones may break my bones but words relate to adult physiology? Child abuse experience and women's sympathetic nervous system response while self-reporting trauma. Journal of Aggression, Maltreatment & Trauma, 22(10), 1117-1136.
Britto, P. R., Lye, S. J., Proulx, K., Yousafzai, A. K., Matthews, S. G., Vaivada, T., ... & Bhutta, Z. A. (2017). Nurturing care: promoting early childhood development. The Lancet, 389(10064), 91-102.
Cai, C., Mei, Z., Wang, Z., & Luo, S. (2025). School-based interventions for resilience in children and adolescents: a systematic review and meta-analysis of randomized controlled trials. Frontiers in Psychiatry, 16, 1594658.
Cefai, C., Matsopoulos, A., Bartolo, P., Galea, K., Gavogiannaki, M., Zanetti, M., ... & Kimber, B. (2014). A resilience curriculum for early years and primary schools in Europe: enhancing quality education. Croatian Journal of Education. 16(2), 11-32.
Chiang, W.-L., & Chiang, T.-L. (2021). Mediating effects of early health on the relationship between early poverty and long-term health outcomes of children: A birth cohort study. BMJ Open, 11(12), e052237. https://doi.org/10.1136/bmjopen-2021-052237

Courbet, O., Daviot, Q., Kalamarides, V., Habib, M., Castillo, M. C., & Villemonteix, T. (2022). Promoting psychological well-being in preschool children: study protocol for a randomized controlled trial of a mindfulness-and yoga-based socio-emotional learning intervention. Trials, 23(1), 1050.
Data Resource Center for Child & Adolescent Health. (2018). 2011/2012 National Survey of Children’s Health [Data file]. Retrieved from http://www.childhealthdata.org/browse/survey/results?q=2614&r=1
Dowd, M. D. (2017). Early adversity, toxic stress, and resilience: pediatrics for today. Pediatric Annals, 46(7), e246-e249.
Fergus, S., & Zimmerman, M. A. (2005). Adolescent resilience: A framework for understanding healthy development in the face of risk. Annual Review of Public Health, 26(1), 399-419.
Franke, H. A. (2014). Toxic stress: effects, prevention and treatment. Children, 1(3), 390-402.
Friborg, O., Barlaug, D., Martinussen, M., Rosenvinge, J. H., & Hjemdal, O. (2005). Resilience in relation to personality and intelligence. International Journal of Methods in Psychiatric Research, 14(1), 29–42.
Fynn, W. R. (2021). Playing to learn and learning to play in urban early childhood education (Yayımlanmamış doktora tezi) California State University, Long Beach.
Garmezy, N., Masten, A. S., & Tellegen, A. (1984). The study of stress and competence in children: A building block for developmental psychopathology. Child Development, 97-111.
Garner, A., Yogman, M., & Committee on Psychosocial Aspects of Child and Family Health. (2021). Preventing childhood toxic stress: partnering with families and communities to promote relational health. Pediatrics, 148(2).
Günaydın, D. (2021). Yoksulluğun çocuklar üzerindeki etkileri: nesiller arası yoksulluk döngüsünü kırmak için yaklaşımlar. Journal of Suleyman Demirel University Institute of Social Sciences, 3(41), 155.
Güneş, V. (2025). Yoksulluğun Çocuklar Üzerindeki Çok Boyutlu Etkisi. International Journal of Public Finance, 10(1), 263-286.
Hatun, Ş., Etiler, N., & Gönüllü, E. (2003). Yoksulluk ve çocuklar üzerine etkileri. Çocuk Sağlığı ve Hastalıkları Dergisi, 46(4), 251-260.
Hornor, G. (2015). Childhood trauma exposure and toxic stress: What the PNP needs to know. Journal of Pediatric Health Care, 29(2), 191-198.
Israelashvili, M., & Wegman-Rozi, O. (2003). Advancement of preschoolers' resilience: The ARYA project. Early Childhood Education Journal, 31, 101-105.
Johnson, D. R., Sajnani, N., Mayor, C., & Davis, C. (2021). The Miss Kendra Program: Addressing toxic stress in the school setting. In D. R. Johnson & R. Emunah (Eds.), Current approaches in drama therapy (3rd ed., pp. 362–398). New York, NY: Routledge.
Kuehn, B. M. (2014). AAP: Toxic stress threatens kids’ long-term health. Jama, 312(6), 585- 586.
Lupien, S.J., McEwen, B.S., Gulnnar, M.R., Heim, C. (2009). Effects of stress throughout the lifespan on the brain, behaviour and cognition. Nature Reviews Neuroscience, 10(6), 434-445.
Luthans, F., Avolio, B. J., Avey, J. B., & Norman, S. M. (2007). Positive psychological capital: Measurement and relationship with performance and satisfaction. Personnel Psychology, 60(3), 541-572.
Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71(3), 543-562.
Manning, L. G., Davies, P. T., & Cicchetti, D. (2014). Interparental violence and childhood adjustment: How and why maternal sensitivity is a protective factor. Child Development, 85(6), 2263-2278.
Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American Psychologist, 56(3), 227- 238.
Masten, A. S. (2014). Global perspectives on resilience in children and youth. Child Development, 85(1), 6–20.
Masten, A. S., Hubbard, J. J., Gest, S. D., Tellegen, A., Garmezy, N., & Ramirez, M. (1999). Competence in the context of adversity: Pathways to resilience and maladaptation from childhood to late adolescence. Development and Psychopathology, 11(1), 143-169.
Masten, A. S., & Reed, M. G. J. (2002). Resilience in development. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 74–88). New York, NY: Oxford University Press.
Mc Elroy, S., & Hevey, D. (2014). Relationship between adverse early experiences, stressors, psychosocial resources and wellbeing. Child Abuse & Neglect, 38(1), 65-75.
McEwen, C. A., & McEwen, B. S. (2017). Social structure, adversity, toxic stress, and intergenerational poverty: An early childhood model. Annual Review of Sociology, 43, 445-472.
McGinnis, E. W., Sheridan, M., & Copeland, W. E. (2022). Impact of dimensions of early adversity on adult health and functioning: A 2-decade, longitudinal study. Development and Psychopathology, 34(2), 527- 538.
McGruder, K. (2019). Children learn what they live: Addressing early childhood trauma resulting in toxic stress in schools. Mid-Western Educational Researcher, 31(1), 117-137.
MEB (2024). Güncellenen okul öncesi eğitim programı. 30 Mayıs 2025 tarihinde chrome- extension://efaidnbmnnnibpcajpcglclefindmkaj/https://tegm.meb.gov.tr/dosya/okuloncesi/gun cellenenokuloncesiegitimprogrami.pdf adresinden erişildi.
Morsy, L., & Rothstein, R. (2019). Toxic stress and children's outcomes: African American children growing up poor are at greater risk of disrupted physiological functioning and depressed academic achievement (Report). Economic Policy Institute. https://www.epi.org/164823
Murray, J. S. (2018). Toxic stress and child refugees. Journal for Specialists in Pediatric Nursing, 23(1), e12200.
Nelson, C. A., Bhutta, Z. A., Harris, N. B., Danese, A., & Samara, M. (2020). Adversity in childhood is linked to mental and physical health throughout life. BMJ, 371.
Perry, B. D. (2016). The brain science behind student trauma. Education Week, 36(15), 28-29.
Perry, B. D., & Szalavitz, M. (2017). The boy who was raised as a dog: And other stories from a child psychiatrist’s notebook. New York, NY: Basic Books.
Rakap, S., Balikci, S., Kalkan, S., & Aydin, B. (2018). Preschool teachers’ use of strategies to support social- emotional competence in young children. International Journal of Early Childhood Special Education, 10(1), 11-25.
Safalı, S. (2021). Sosyoekonomik açıdan dezavantajlı olan beş yaş çocuklarının yılmazlık düzeyleri, problem çözme becerileri ve annelerinin ebeveyn tutumları arasındaki ilişkinin incelenmesi (Yayımlanmamış Yükseklisans Tezi), Uludağ Üniversitesi, Bursa.
Sciaraffa, M. A., Zeanah, P. D., & Zeanah, C. H. (2018). Understanding and promoting resilience in the context of adverse childhood experiences. Early Childhood Education Journal, 46(3), 343-353.
Sharkey, P., & Elwert, F. (2011). The legacy of disadvantage: Multigenerational neighborhood effects on cognitive ability. American Journal of Sociology, 116(6), 1934-1981.
Shern, D. L., Blanch, A. K., & Steverman, S. M. (2014). Impact of toxic stress on individuals and communities: A review of the literature. Alexandria, VA: Mental Health America, 1-35.
Shonkoff, J. P. (2010). Building a new biodevelopmental framework to guide the future of early childhood policy. Child Development, 81(1), 357-367.
Shonkoff, J. P., Boyce, W. T., & McEwen, B. S. (2010). Neuroscience, molecular biology, and the childhood roots of health disparities: Building a new framework for health promotion and disease prevention. JAMA, 301(21), 2252–2259.
Shonkoff, J. P., & Garner, A. S. (2012). Committee on psychosocial aspects of child and family health committee on early childhood, adoption, and dependent care section on developmental and behavioral pediatrics the lifelong effects of early childhood adversity and toxic stress. Pediatrics, 129(1), e232-e246.
Southwick, S. M., Vythilingam, M., & Charney, D. S. (2005). The psychobiology of depression and resilience to stress: implications for prevention and treatment. Annual Review of Clinical Psychology, 1, 255-291.
Şahin, N. H. (1994). Stresle başa çıkma: Olumlu bir yaklaşım. Ankara: Türk Psikologlar Derneği Yayınları.
Ștefan, C. A., Dănilă, I., & Cristescu, D. (2022). Classroom-wide school interventions for preschoolers’ social-emotional learning: A systematic review of evidence-based programs. Educational Psychology Review, 34(4), 2971-3010.
Thurston, C., Murray, A. L., Franchino-Olsen, H., & Meinck, F. (2023). Prospective longitudinal associations between adverse childhood experiences and adult mental health outcomes: a protocol for a systematic review and meta-analysis. Systematic Reviews, 12(1), 181.
TÜİK. (2021). İstatistiklerle Çocuk-Statistics on Child 2021. 30 Ocak 2023 tarihinde https://www.tuik.gov.tr/media/announcements/istatistiklerle_cocuk_2021.pdf adresinden erişildi.
Ungar, M. (2013). Resilience, trauma, context, and culture. Trauma, Violence, & Abuse, 14(3), 255-266.
UNICEF. (2019). A world ready to learn: Prioritizing quality early childhood education. 30 Ocak 2023 tarihinde https://www.unicef.org/reports/a-world-ready-to-learn-2019 sitesinden erişildi.
UNICEF (2010). Türkiye çocuk istismarı ve aile içi şiddet araştırması. 30 Mart 2024 tarihinde https://www.unicef.org/turkey/raporlar/t%C3%BCrkiyede-%C3%A7ocuk-istismari-ve- ailei%C3%A7i-%C5%9Fiddet-ara%C5%9Ftirmasi-%C3%B6zet-raporu-2010 adresinden erişildi.
Üstüner Top, F., & Cam, H. H. (2021). Childhood maltreatment among university students in Turkey: prevalence, demographic factors, and health-related quality of life consequences. Psychology, Health & Medicine, 26(5), 543-554.
Waddell, P. J. (2020). Teachers’ perceptions of toxic stress and classroom practices they use with young children (Yayımlanmamış doktora tezi) Walden University, Minnesota.
Wang, P., Liu, D. Z., & Zhao, X. (2014). The social ecology of resilience: A comparison of Chinese and Western researches. Procedia-Social and Behavioral Sciences, 116, 3259-3265.
Webster‐Stratton, C., & Herman, K. C. (2010). Disseminating Incredible Years Series early‐ intervention programs: integrating and sustaining services between school and home. Psychology in the Schools, 47(1), 36-54.
Werner, E. E. (1995). Resilience in development. Current Directions in Psychological Science, 4(3), 81-84.
Werner, E. E. (2000). Protective factors and individual resilience. Handbook of Early Childhood Intervention, 2, 115-132.
Wright, M. O. D., Masten, A. S., & Narayan, A. J. (2012). Resilience processes in development: Four waves of research on positive adaptation in the context of adversity. In S. Goldstein & R. B. Brooks (Eds.), Handbook of resilience in children (pp. 15–37). Boston, MA: Springer.
Yüksel, A. B., Çiftçi, N., & Çiftçi, H. A. (2024). MEB 2013 ve 2024 Okul Öncesi Eğitim Programlarının Sosyal Duygusal Gelişim Kazanımları Açısından Karşılaştırılması. Uluslararası Temel Eğitim Çalışmaları Dergisi, 5(2), 38-51

Ayrıntılar

Birincil Dil

Türkçe

Konular

Okul Öncesi Eğitim

Bölüm

Derleme

Yazarlar

Meltem Emen Parlatan
Türkiye

Durmuş Aslan
0000-0001-5204-7749
Türkiye

Yayımlanma Tarihi

30 Aralık 2025

Gönderilme Tarihi

4 Ekim 2025

Kabul Tarihi

12 Aralık 2025

Yayımlandığı Sayı

Yıl 2025 Cilt: 9 Sayı: 2

DOI

https://doi.org/10.24130/eccdjecs.1967202592677

IZ

https://izlik.org/JA47TD69GL

APA

Emen Parlatan, M., & Aslan, D. (2025). Erken Dönemde Stres, Etkileri veYılmazlık. Erken Çocukluk Çalışmaları Dergisi, 9(2), 196-218. https://doi.org/10.24130/eccdjecs.1967202592677

AMA

1.Emen Parlatan M, Aslan D. Erken Dönemde Stres, Etkileri veYılmazlık. EÇÇD. 2025;9(2):196-218. doi:10.24130/eccdjecs.1967202592677

Chicago

Emen Parlatan, Meltem, ve Durmuş Aslan. 2025. “Erken Dönemde Stres, Etkileri veYılmazlık”. Erken Çocukluk Çalışmaları Dergisi 9 (2): 196-218. https://doi.org/10.24130/eccdjecs.1967202592677.

EndNote

Emen Parlatan M, Aslan D (01 Aralık 2025) Erken Dönemde Stres, Etkileri veYılmazlık. Erken Çocukluk Çalışmaları Dergisi 9 2 196–218.

IEEE

[1]M. Emen Parlatan ve D. Aslan, “Erken Dönemde Stres, Etkileri veYılmazlık”, EÇÇD, c. 9, sy 2, ss. 196–218, Ara. 2025, doi: 10.24130/eccdjecs.1967202592677.

ISNAD

Emen Parlatan, Meltem - Aslan, Durmuş. “Erken Dönemde Stres, Etkileri veYılmazlık”. Erken Çocukluk Çalışmaları Dergisi 9/2 (01 Aralık 2025): 196-218. https://doi.org/10.24130/eccdjecs.1967202592677.

JAMA

1.Emen Parlatan M, Aslan D. Erken Dönemde Stres, Etkileri veYılmazlık. EÇÇD. 2025;9:196–218.

MLA

Emen Parlatan, Meltem, ve Durmuş Aslan. “Erken Dönemde Stres, Etkileri veYılmazlık”. Erken Çocukluk Çalışmaları Dergisi, c. 9, sy 2, Aralık 2025, ss. 196-18, doi:10.24130/eccdjecs.1967202592677.

Vancouver

1.Meltem Emen Parlatan, Durmuş Aslan. Erken Dönemde Stres, Etkileri veYılmazlık. EÇÇD. 01 Aralık 2025;9(2):196-218. doi:10.24130/eccdjecs.1967202592677

Erken Çocukluk Çalışmaları Dergisi Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 Uluslararası Lisansı ile lisanslanmıştır.

download?token=eyJhdXRoX3JvbGVzIjpbXSwiZW5kcG9pbnQiOiJqb3VybmFsIiwib3JpZ2luYWxuYW1lIjoiQ0NfQlktTkMtTkQuc3ZnLnBuZyIsInBhdGgiOiIwM2QxL2Q1NjUvZjYwZi82YTk0OTY1ZWI2MzljNC41MDU2Mzg5My5wbmciLCJleHAiOjE3ODgxMjYzMTksIm5vbmNlIjoiMDIxZjg0ZDgxMmNmODg5MGI1MjhjYzNmZDE3NGZhZGYifQ.IE8_WGTWTB8S2mC_-vvf01xeNW-9SzGqOB8-1RFHjr4

Erken Dönemde Stres, Etkileri veYılmazlık

Öz

Anahtar Kelimeler

Early Life Stress, Its Effects, and Resilience

Öz

Anahtar Kelimeler

Kaynakça

Ayrıntılar

Birincil Dil

Konular

Bölüm

Yazarlar

Yayımlanma Tarihi

Gönderilme Tarihi

Kabul Tarihi

Yayımlandığı Sayı

DOI

IZ

Kaynak Göster