Childhood experiences can affect a person’s lifelong health. Thinking Developmentally presents a clinical framework for understanding the impact of toxic stress and both adverse and affiliative childhood experiences on development. It makes a compelling case that many diseases of adulthood are not adult-onset, but rather adult-manifest, based on genetic and epigenetic consequences from early childhood experiences. Garner and Saul examine the needs of children and the role of parents, caregivers, the community, and medical practitioners in ensuring that children have safe, stable, and nurturing relationships. They explore community empowerment and offer suggestions for applying developmental science to help bring about healthy children, nurturing families, and caring communities.
- Contents
- Preface and Acknowledgments
- Introduction: The Pediatric Way
- Part 1: Advances in Developmental Science
- Chapter 1. Life Course Science and the Proverbial Black Box
- Chapter 2. Defining Adversity and Toxic Stress
- Chapter 3. Epigenetics
- Chapter 4. Developmental Neuroscience
- Chapter 5. Thinking Developmentally
- Part 2: Translating Developmental Science Into Practice and Policy
- Chapter 6. The Biological Needs of Young Children
- Chapter 7. Supporting Parents and Caregivers
- Chapter 8. The Role of Communities
- Chapter 9. The Role of Pediatric Care
- Chapter 10. Implications for Pediatric Advocacy and Public Policy
- Epilogue: Hopes and Dreams
- Appendix A. Glossary of Terms, Concepts, and Abbreviations
- Appendix B. Abridged, Amended Version of the AAP Blueprint for Children
- Index
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