Resilience

Resilience

Resilience is the ability of a dynamic system to adjust easily to challenges threatening its sustainability or viability. It occurs when children show strong development despite the adversity. According to the scientist, it is the pathway that leads to encouraging adaptation. Research shows that early childhood is a vital opening of time to understand and promote resilience. Early years in a child’s life hold countless promise for intervention to avoid and reduce the risk of a child developing abnormal behavior: example due to challenges encountered the child may develop low self-esteem, poor socializing skills and may luck courage to speak in a group (Jennings, P. A. 2015). It promotes competence and shapes the groundwork for future growth.

For one to be able to deal with different childhood problems one must understand the naturally occurring resilience. Understanding provides clues for policies designed to promote healthier progress in children exposed to adversity. In particular, it is necessary to learn how to substitute positive change with the odds for favorable development, intervention and prevention studies that help to know the best way by constructing supportive relationships (Ungar. 2015). The relationship in schools or the family contribute to child well-being: it helps one to tolerate more stress when you relate well with others.

Because relation help us to share ideas, escape frustrations and generate plans to tackle challenges.

It helps us to have positive thoughts. How we feel is often a result of how we think and act. Looking for the best side of a situation lessen stress and lease us to react in productive ways. Positiveness involves displaying an attitude that shows that you believe you will finally get through a challenge and finding the solution for it (Ungar, 2015). Childhood resilience helps one to understand what can be controlled and what cannot. It allows one to anticipate the best out of every circumstance.

During the early years children must get quality care and chances to learn. They should have a well-balanced diet, and social support for low-income families: this will facilitate the positive growth of cognitive, communal and self-regulation skills. In conclusion, children with healthy devoted relationships and top adaptive resources have the best start in life as they enter school and in the society. Protection and attachment bonds with competent and love should be provided for the child. The structure needed to develop self-control should also be provided