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 (linguistics) by a combination of various intensified properties, it is called "stress accent" or "dynamic accent"; English uses what is called variable stress accent. Since stress can be realised through a wide range of phonetic properties, such as loudness, vowel length, and pitch, which are also used for other linguistic functions, it is difficult to define stress solely phonetically. The stress placed on syllables within words is called word stress or lexical stress. Some languages have "fixed stress", meaning that the stress on virtually any multisyllable word falls on a particular syllable, such as the penultimate (e.g. Polish) or the first.