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T H E I M PA C T O F E A R LY A DV E R S I T Y O N C H I L D R E N ’ S D E V E LO P M E N T
EN BREVE | EL IMPACTO DE LA ADVERSIDAD DURANTE
LA INFANCIA SOBRE EL DESARROLLO DE LOS NIÑOS
A series of brief
summaries of the
scientific
Una
serie presentations
de
at
the
National
resúmenes
breves de
Symposium
on
las
presentaciones
Early Childhood
científicas
realizadas en
Science
and Nacional
Policy.
el
Simposio
sobre Ciencia y Política
para la Primera Infancia.
What happens in early childhood can matter for a lifetime. To successfully
manage our society’s future, we must recognize problems and address them before
Lo
sucede
en lachildhood,
infanciaresearch
temprana
puede
a lo largo
de
theyque
get worse.
in early
on the
biologyimportar
of stress shows
how major
la
vida. Para
manejar
exitosamente
futuro
nuestra
sociedad,
adversity,
such as
extreme poverty,
abuse, orel
neglect
cande
weaken
developing
brain
architecture reconocer
and permanently
set the body’systress
responseantes
systemde
on high
debemos
los problemas
abordarlos
quealert.
Science
also
shows
that
providing
stable,
responsive,
nurturing
relationships
in the
empeoren. Las investigaciones sobre la biología del estrés durante
earliest years of life can prevent or even reverse the damaging effects of early life stress,
la
infancia
temprana
muestran
cómo
adversidades
mayores, como
with
lifelong benefits
for learning,
behavior,
and
health.
la pobreza extrema, el abuso o la negligencia pueden debilitar la
Early experiences influence the developing
with adults, he learns to cope with everyday
arquitectura
del cerebro en desarrollo
y poner al sistema de respuesta
brain. From the prenatal period through the
challenges and his stress response system returns
al
enthe
permanente
La ciencia
muestra
questress.
firstestrés
years of life,
brain undergoesalerta.
its most rapid
to baseline.
Scientiststambién
call this positive
development,
and
early
experiences
determine
Tolerable
stress
occurs
when
more
serious
proporcionar relaciones estables, receptivas, enriquecedoras
y difficulwhether its architecture is sturdy or fragile. Durties, such as the loss of a loved one, a natural
propicias
durante
los
primeros
de vidaor puede
prevenir
incluso
ing early sensitive
periods of
development,
theaños disaster,
a frightening
injury, are o
buffered
by
brain’s circuitry
most openperjudiciales
to the influence of del estrés
caring adults
who help thecon
child beneficios
adapt, which
revertir
losisefectos
temprano,
external experiences, for better or for worse. During mitigates the potentially damaging effects of
duraderos
para el
aprendizaje,
el comportamiento y la salud.
these sensitive periods,
healthy
emotional
1
1
and Las
cognitive
development
is shaped
by
experiencias
tempranas
influyen en
responsive,
dependable
interaction
el cerebro
en desarrollo.
Desde el with
adults, prenatal
while chronic
or extreme
adversity
periodo
y durante
los primeros
años
de
el cerebro
humano
experimenta
su For
canvida,
interrupt
normal
brain
development.
crecimiento
más
rápido
y
las
experiencias
example, children who were placed shortly
tempranas determinan si su arquitectura será
after birth
into Durante
orphanages
with conditions
robusta
o frágil.
los periodos
of severedel
neglect
showtemprano,
dramatically
sensibles
desarrollo
los decreased del
brain
activity
compared
to children
circuitos
cerebro
están
más abiertos
a la
influencia
las experiencias
externas, para
who werede
never
institutionalized.
La negligencia extrema disminuye
la fuerza del cerebro
Institucionalizados
bien o para mal. Durante estos periodos
sensibles, el desarrollo emocional y cognitivo
Chronic
stress can
to developsaludable
es modelado
porbe
la toxic
interacción
Nunca
ing brains.
Learning
to cope with
institucionalizados
receptiva
y confiable
con loshow
adultos,
adversityque
is an
importantcrónica
part ofohealthy
mientras
la adversidad
extrema
puede
interrumpir el desarrollo
del
child development.
When wenormal
are threatcerebro.
Por
ejemplo,
los
niños
a
los
que
ened, our bodies activate a variety ofpoco
Fuente: C.A. Nelson (2008); Marshall, Fox y BEIP Core Group (2004).
después de nacer se deja en orfanatos con
physiological
responses,
including
increascondiciones de negligencia severa, muestran
brain’s activity can be measured in electrical impulses—here,
es inactividad
heart rate,
blood
pressure, and stress La The
actividad cerebral puede medirse en impulsos eléctricos. Aquí, los colores
una
cerebral
dramáticamente
“hot” colors
like red or orange indicate more activity, and each column
“cálidos”
como el rojo o el naranja indican una actividad mayor y cada
hormones such
as cortisol.
When
young
disminuida,
comparados
con los
niñosa que
showsmuestra
a different
kind oftipo
brain
activity. cerebral.
Young children
institutionalcolumna
un diferente
de actividad
Los niños
pequeños
nunca
enby
entornos
institucionales.
ized in poor conditions
show precarias
much less
than theuna
expected
activity.
child isestuvieron
protected
supportive
relationships institucionalizados
en condiciones
presentan
actividad
mucho
2
menor que la esperada.
POLiCY iMPLiCATiONS
The basic principles ofDE
neuroscience
indicate that providing supportive and positive conditions
IMPLICACIONES
POLÍTICA
l
for early childhood development is more effective and less costly than attempting to address the
— consequences
Los principios básicos
deadversity
la neurociencia
indican que
condiciones
positivas
de apoyo
para
of early
later. Policies
andproporcionar
programs that
identify and
support
children
La versión en castellano
del documento se ha
realizado con el apoyo del
Banco Interamericano de
Desarrollo.
el desarrollo
la infancia
temprana
resulta
más efectivo
y menos
atender las
consecuenand
familiesde
who
are most
at risk for
experiencing
toxic
stresscostoso
as earlyque
as possible
will
reduce or
cias dethe
la adversidad
temprana
la vida. remediation
Las políticas yand
programas
con la mayor
avoid
need for more
costlymás
andtarde
lessen
effective
supportque
programs
downprontitud identifican y apoyan a los niños y familias más en riesgo de experimentar estrés tóxico reducirán o
the
road.
evitarán la necesidad de que ellos requieran más delante de programas de apoyo y recuperación, más
l From pregnancy through early childhood, all of the environments in which children live and learn,
costosos y menos eficaces.
and the quality of their relationships with adults and caregivers, have a significant impact on
emotional,
social
development.
wide range
ofcuales
policies,
including
— their
Desdecognitive,
el embarazo
y hasta laand
primera
infancia,
todos los Aentornos
en los
los niños
viventhose
y aprendirected
toward
early
care
and
education,
child
protective
services,
adult
mental
health,
family
den, y la calidad de sus relaciones con los adultos y los cuidadores, tienen un impacto significativo
sobre
economic
supports,
and
many other
areas,
promote
safe, supportive
environments
and
su desarrollo
cognitivo,
emocional
y social.
Unacan
amplia
gama the
de políticas,
incluyendo
aquellas dirigidas
stable,
caring
relationships
thatlos
children
need.
al cuidado
y educación
temprana,
servicios
de protección de la infancia, la salud mental de los adultos, el apoyo económico para las familias y muchas otras áreas, pueden promover los entornos seguros y
de apoyo, y las relaciones estables y afectuosas que los niños necesitan.
2
estrés
crónico
puede ser tóxico para los cerebros
ers inElthe
family
or community.
en
desarrollo.
Aprender
a lidiar con la adversidad
Young children naturally reach
es una parte importante del desarrollo saludable del
out for interaction through
niño. Cuando nos sentimos amenazados, nuestros
babbling,
facial
expressions,
cuerpos
activan
una
variedad de respuestas fisiológicas,
and gestures,
and adults
incluyendo
incrementos
en el ritmo cardiaco, la presión
arterial
y
las
hormonas
del
estrés
cortisol.
respond
with
the
same
oftales como
abnormal levels of stresskind
hormones.
Whenelstrong,
Cuando
un
niño
pequeño
está
protegido
por
relaciones
vocalizing
and
gesturing
back experiences such as
frequent,
or
prolonged
adverse
de
apoyo con
los
adultos,
a enfrentar
los
abnormal
levels
of stressaprende
hormones.
When strong,
at
them.
In
the
absence
of
such
extreme
poverty
or
repeated
abuse
are experienced
desafíos
diarios
y
su
sistema
de
respuesta
al
estrés
frequent, or prolonged
adverse experiences such as
responses—or
if thesu
responses
without adult support,
stress
becomes
toxic,
as
regresa
puntoabuse
de
partida.
Los científicos
extremediariamente
poverty or arepeated
are experienced
are
unreliable
or inappropriexcessive
cortisol
disrupts
brain circuits.
llaman
a esto
estrés
positivo. developing
El estrés tolerable
se
without adult support,
stress becomes toxic, as
produce
presentan dificultades más serias,
ate—thecuando
brain’ssearchitecture
excessive
cortisol
disrupts
developing
brain circuits.
como
la
pérdida
de
un ser
querido,
unlead
desastre
natural o
early
adversity
can
to lifelong
doesSignificant
not
form as
expected,
una lesión
traumática,
y
éstas
son
amortiguadas
problems.
Toxic
stress
experienced
early
inpor
life
which
can
leadearly
toque
disparities
in
Significant
adversity
can
lead
toa lifelong
adultos
afectuosos
ayudan
a
los
niños
adaptarse,
and
common
precipitants
of
toxic
stress—such
as
learning
andlos
behavior.
lo
que
mitiga
efectos
potencialmente
problems.
Toxic
stress
experienced perjudiciales
early in life de
prolongadas como la pobreza extrema o el abuso
reiterado y el niño las enfrenta sin el apoyo de los
adultos, el estrés se vuelve tóxico porque el exceso de
cortisol perturba los circuitos del cerebro en desarrollo.
3
Una adversidad temprana significativa puede
conducir
a problemas
lo largo de
la vida. El estrés
and mental
health.
The moreaadverse
experiences
in
tóxico experimentado temprano en la vida y los precipichildhood,
the greater
the likelihood
of developmentantes
comunes
del
estrés
tóxico
—como
la
pobreza,
and mental health. The more adverse experiences in el
talabuso
delays
and
other problems.
Adultsawith
more ad-el
o la
negligencia,
lalikelihood
exposición
violencia,
childhood,
the
greater the
of la
developmenverse
experiences
in early
childhood
are
alsoomore
abuso
de
sustancias
por
parte
de
los
padres
enfermetal delays and other problems. Adults with more
adlikely
tomentales
have health
problems,
including
alcoholism,
dades
de ellos—
pueden
producir
un daño
verse
experiences
insalud
earlyfísica
childhood
areyalso
more
acumulativo
en
la
y
mental
del
individuo.
depression, heart disease, and diabetes.
likely
have health
including
alcoholism,
En latomedida
en queproblems,
existan más
experiencias
adversas
depression,
heart disease,
and
diabetes.
durante
la
infancia,
habrá
una
mayor
probabilidad
de
Early intervention can prevent the consequences
retrasos
en
el
desarrollo
y
de
otros
problemas.
Los
of early adversity. Research shows that later
adultos
que cuando niños
experimentaron
más adversiEarly intervention
can prevent
the consequences
poverty,
abuse
or
neglect,
parental
substance
abuse
interventions
are likely
to be
lessmayores
successful—and
los
anormales
de hormonas
del estrés. Cuando
son también
los que
tienen
andniveles
common
precipitants
of toxic stress—such
as se dad
of early
adversity.
Research
shows thatprobabilidades
later
or mental
illness,
andadversas
exposure
to violence—can
inde
some
cases areproblemas
ineffective.de
For
example,
presentan
experiencias
fuertes,
frecuentes
o
experimentar
salud,
comowhen
alcoholismo,
The brain’s
capacity
for
poverty,
abuse
or
neglect,
parental
substance
abuse
interventions
are likely to be less
successful—and
have a cumulative toll on an individual’s physical
the
same children
who experienced
extreme
nedepresión,
enfermedades
cardíacas
y
diabetes.
change
decreases
with
or mental
illness,
and exposure
to violence—can
in some cases are ineffective. For example, when
glect were placed in responsive foster care
age.
brain is most
haveThe
a cumulative
toll onflexan individual’s physical
the sameLachildren
who experienced
extreme
neintervención
temprana
puede
families
before age
two, their
iQs prevenir
increasedlas
glect
were placeddeinlaresponsive
foster
care La
ible, or “plastic,” early in life
consecuencias
adversidad
temprana.
more substantially and their brain activity and
families
before
age two,
their
iQs increased
to accommodate a wide range
Brains subjected to toxicinvestigación
stress
have
underdeveloped
neural
connections
in areas
of the
demuestra
que
las
intervenciones
tardías
attachment relationships were more likely
to
Una adversidad
significativa
perjudica
brain
most important fortienen
successful
learning
and behavior
in school
workplace.
more
substantially
and their
brainy,and
activity
and
menos
probabilidades
de
éxito
enthe
algunos
of environments
and interacbecome
normal
than
if
they
were
placed
after
el desarrollo en los primeros tres años
casos,
son ineficaces.
Por ejemplo,
grupo
deto
niños
attachment
relationships
were un
more
likely
tions, but as the maturing brain
the success
age of two.
While there
is
no y“magic
age” en
sites
for
in school
and
later
infue
theubicado
workplace
que experimentó
negligencia
extrema
become
normal
than
if
they
were
placed
after
becomes more specialized to assume more comfor intervention,
it is clear
that,de
inlos
most
and
community.
familias
antes
doscases,
años de
the sustitutas
age of two.receptivas
While there
is no “magic
age”
plex functions, it is less capable of reorganizing
intervening
asmayores
early asincrementos
possible is significantly
edadfor
experimentó
en
coeficienintervention, it is clear that, in mostsu
cases,
and adapting to new or unexpected challenges. For
more
effective
than
waiting.
te intelectual
y
su
actividad
cerebral
y
sus
relaciones
Toxic
stressas
damages
developing
brain archi-de
intervening
early as possible
is significantly
apego se volvieron más normales que sus compañeros
example,
Niños con by the first year, the parts of the brain that
tecture,
which than
can
lead
to life-longdeproblems
in
more effective
waiting.
retrasos en el
que fueron
ubicados
en relationships
este
mismo tipo
hogares
Stable,
caring
are essential
differentiate
sound are becoming specialized to
desarrollo
learning,
behavior,
and physical
and
mental
health.
después de
los
dos
años.
Aunque
no
hay
una
“edad
for healthy development. Children dethe language the baby has been exposed to; at the
Scientists
now
know
chronic,
unrelenting
stress
Stable,
caringthat
relationships
are
mágica”
para
enessential
la mayoría
velop
in la
anintervención,
environmentes
ofclaro,
relationships
that de
same time, the brain is already starting to lose the
losearly
casos,
intervenir
lo más
pronto
posible
forque
healthy
development.
Children
de-es
in
childhood,
caused
by
extreme
poverty,
begin
in the home
and
include extended famability to recognize different sounds found in other
mucho
más
que
esperar.
velop
inefectivo
an environment
of relationships
that
repeated
abuse,
or
severe
maternal
depression,
ily
members,
early
care
and education
providlanguages. Although the “windows” for language
begin
in
the
home
and
include
extended
famfor example,
be
toxic
toy the
developing
brain.
ers,
and can
members
of the
community.
Studies
Las
relaciones
estables
afectuosas
son
esenciales
Número remain
de factoresopen,
de riesgothese brain
learning and other skills
ily
members,
early
care
and
education
providWhilepara
positive
stress
(moderate,
short-lived
physishow
that
toddlers
who
have
secure,
trusting
el
desarrollo
saludable.
Los
niños
se
desarroFuente:
Barth et al.
(2008)
circuits become increasingly difficult
to alter
over
ers, and
members
of
the community.
Studies
ological
to
uncomfortable
experiences)
llan enrelationships
unresponses
entorno de
relaciones
comienza
en
el
with
parentsque
or non-parent
carethat atoddlers
who have
time. Early plasticity means it’s easier and more
hogar
e incluye
los
destress
lasecure,
familia
extendida,
is
anshow
important
andmiembros
necessary
aspect
oftrusting
healthy
givers
experience
minimal
hormone
relationships
with
parents
or non-parent
careeffective to influence a baby’s developing brain
los proveedores
de
cuidado
yis
educación,
y los
miembros
activationtoxic
when
frightened
a strange
event,
development,
stress
thebystrong,
unrelieved
givers
experience
minimal
stress
hormone
de
la
comunidad.
Los
estudios
en
la
materia
demuestran
architecture than to rewire parts of its circuitry in
and those
havestress
insecure
relationshipssysactivation
of thewho
body’s
management
que los
bebés que
tienen
relaciones
activation
when
frightened
by aseguras
strangey confiables
event,
the adult years.
experience
a
significant
activation
of the
tem.
Inpadres
the
absence
ofcuidadores
the
buffering
protection
of
Los factores de riesgo de enfermedades cardiacas en los adultos
con los
owho
con los
no parentales
and
those
have
insecure
relationships
stress
response
system.
numerous
scientific
adult
support,
toxic
stress
becomes
built
into
the
están implantados en las experiencias infantiles adversas
experimentan
una
mínima
activación
de
la
hormona
del
experience a significant activation of the
Cognitive, emotional, and social capacities are
studies
support
these
conclusions:
providing
estrésstress
cuando
se sienten
atemorizados
porscientific
algún of
body
by
processes
that
shape
the architecture
response
system.
numerous
supportive,
responsive
relationships
as early
inextricably intertwined throughout the life
acontecimiento
extraño,
y
que
aquellos
que
tienen
the developing
brain.
studies support
these conclusions: providing
relaciones
experimentan
una
in lifeinseguras
as possible
can prevent
or activación
reverse the
course. The brain is a highly interrelated organ, and
___________________________________________
supportive,
responsive
relationships
as early
significativa
del sistema
detoxic
respuesta
damaging
effects of
stress.al estrés. Numeroits multiple
functions operate in a richly coordinated
For
seeprevent
“The
Science
of Early
Odds
in lifeinformation,
ascientíficos
possible can
orconclusiones:
reverse
the
sos more
estudios
apoyan
estas
______________________________________
Ratio Emotional well-being and social compefashion.
damaging
effects of
toxic
stress.
Childhood
Development”
and
the
Working
Paper
proporcionar
relaciones
receptivas
y
de
apoyo
lo
antes
For more information, see “The Science of Early
tence provide a strong foundation for emerging
posible
en la the
vidaNational
puede prevenir
o revertir
los efectos
______________________________________
series
from
Scientific
Council
on
Childhood Development” and the Working Paperthe
cognitive abilities, and together they are the bricks
nocivos
estrés
tóxico. see “The Science of Early
For del
more
information,
Developing
Child.
3
3
3
4
4
4
5
5
5
5
4
series from the national Scientific Council on the
and mortar that comprise the foundation of human
Childhood Development” and the Working Paper
www.developingchild.harvard.edu/library/
Developing Child.véanse “La Ciencia del Desarrollo InfanPara
mayor
development. The emotional and physical health,
seriesinformación,
from the national Scientific Council on the
www.developingchild.harvard.edu/library/
til Temprano”
y la serie de Documentos de Trabajo del Consejo
social skills, and cognitive-linguistic
Developing Child.
Experiencias adversas capacities that
Nacional de Desarrollo Infantil.
As the number of adverse early childhood experiences mounts, Científico
so
www.developingchild.harvard.edu/library/
emerge
inrisk
theofearly
years aredelays
all important
prerequiFuente: Dong
et al. (2004)
www.developingchild.harvard.edu/library/
does the
developmental
(top).
Similarly,
adult reports
As
number adverse
of adverse
early childhood
mounts, to
soa
of the
cumulative,
experiences
in earlyexperiences
childhood correlate
does
risk of developmental
delaysand
(top).
Similarly,
adultthis
reports
rangethe
of lifelong
problems in physical
mental
health—in
case,
ofheart
cumulative,
adverse experiences in early childhood correlate to a
disease (bottom).
TAMBIÉN
EN ESTA
SERIE:
THE INBRIEF
SERIES:
range of lifelong
in physical and mental health—in this case,
NGAproblems
Center for
EN BREVE:
La ciencia
del desarrollo
temprano
INBRIEF:
The Science
of Earlyinfantil
Childhood
Development
heart disease
(bottom).
Best PrACtiCes
EN BREVE:
La función
ejecutiva:
habilidades
la vida y el Development
aprendizaje
INBRIEF:
The Impact
of Early
Adversitypara
on Children’s
THE
iNbriEf
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