What are the fundamental conditions for optimal learning? What strengths do both the caring adult and child bring into the process? How do adverse experiences disrupt learning across the lifespan? How can repair occur? This presentation will explore answers to each of these questions by outlining theoretical framework of early childhood social emotional development and learning, by presenting scientific data indicating adverse impact of stress and trauma on brain development, and by showing videotaped examples of child-caregiver interactions supporting optimal learning.