Stress in early childhood different stages in early childhood. In the first stage, stress usually causes alarm. Next, in the second or appraisal stage, the child attempts to find meaning from the event. Stage three consists of children seeking out coping strategies. Lastly, in stage four, children execute one or more of the coping strategies. However, children with lower tolerance for stressors are more susceptible to alarm and find a broader array of events to be stressful. These children often experience chronic or toxic stress. Children from a lower socioeconomic status are more prone to exposure to all the early life stress listed above.
Plant strategies stress (Grime’s C-S axis). The L-H-S strategy avoids the assumption that high disturbance, high stress environments lack viable plant strategies, unlike Grime's model. However, Westoby's model is at a disadvantage when predicting potential variation in plant strategies since the axes only include single variables, compared to Grime's multivariable axes. This linear model, first introduced by MacArthur and Wilson (1967), has been commonly applied to both plants and animals to describe reproductive strategies. Representing opposing extremes of a continuum, r-species commit all energy into maximizing seed production with minimal input to individual propagules, whereas K-species allocate energy into a few, highly