Early childhood adversity, toxic stress, and the role of the pediatrician: Translating developmental science into lifelong health

Benjamin S. Siegel, Mary I. Dobbins, Marian F. Earls, Andrew S. Garner, John Pascoe, David L. Wood, Pamela C. High, Elaine Donoghue, Jill J. Fussell, Mary Margaret Gleason, Paula K. Jaudes, Veronnie F. Jones, David M. Rubin, Elaine E. Schulte, Michelle M. Macias, Carolyn Bridgemohan, Edward Goldson, Laura J. McGuinn, Carol Weitzman, Lynn Mowbray Wegner

Research output: Contribution to journalReview article

434 Scopus citations

Abstract

Advances in a wide range of biological, behavioral, and social sciences are expanding our understanding of how early environmental influences (the ecology) and genetic predispositions (the biologic program) affect learning capacities, adaptive behaviors, lifelong physical and mental health, and adult productivity. A supporting technical report from the American Academy of Pediatrics (AAP) presents an integrated ecobiodevelopmental framework to assist in translating these dramatic advances in developmental science into improved health across the life span. Pediatricians are now armed with new information about the adverse effects of toxic stress on brain development, as well as a deeper understanding of the early life origins of many adult diseases. As trusted authorities in child health and development, pediatric providers must now complement the early identification of developmental concerns with a greater focus on those interventions and community investments that reduce external threats to healthy brain growth. To this end, AAP endorses a developing leadership role for the entire pediatric community - one that mobilizes the scientific expertise of both basic and clinical researchers, the family-centered care of the pediatric medical home, and the public influence of AAP and its state chapters - to catalyze fundamental change in early childhood policy and services. AAP is committed to leveraging science to inform the development of innovative strategies to reduce the precipitants of toxic stress in young children and to mitigate their negative effects on the course of development and health across the life span.

Original languageEnglish (US)
Pages (from-to)e224-e231
JournalPediatrics
Volume129
Issue number1
DOIs
StatePublished - Jan 1 2012

Keywords

  • Advocacy
  • Brain development
  • Ecobiodevelopmental framework
  • Family pediatrics
  • Health promotion
  • Human capital investments
  • New morbidity
  • Resilience
  • Toxic stress

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health

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  • Cite this

    Siegel, B. S., Dobbins, M. I., Earls, M. F., Garner, A. S., Pascoe, J., Wood, D. L., High, P. C., Donoghue, E., Fussell, J. J., Gleason, M. M., Jaudes, P. K., Jones, V. F., Rubin, D. M., Schulte, E. E., Macias, M. M., Bridgemohan, C., Goldson, E., McGuinn, L. J., Weitzman, C., & Wegner, L. M. (2012). Early childhood adversity, toxic stress, and the role of the pediatrician: Translating developmental science into lifelong health. Pediatrics, 129(1), e224-e231. https://doi.org/10.1542/peds.2011-2662