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.
Stress and vowel reduction in English vowels listed in the previous section). Dictionaries do not generally mark tertiary stress, but as mentioned above, some of them treat all syllables with unreduced vowels as having at least secondary stress. Phoneticians such as Peter Ladefoged have noted that it is possible to describe English with only one degree of stress, as long as unstressed syllables are phonemically distinguished for vowel reduction. According to this view, the posited multiple levels, whether primary–secondary or primary–secondary–tertiary, are mere phonetic detail and not true phonemic stress. They report that often the alleged secondary (or tertiary) stress in English is not characterized by