Trauma and Young Children

Sarah Erdman is an experienced early childhood educator and museum professional in Northern Virginia. Her research and professional practice explore how museums and educators can connect to make meaningful experiences for young children. Sarah teaches at FB Meekins Cooperative Preschool and serves on the board of the Northern Virginia Association for the Education of Young Children. She brings her experience as a mother and educator to all the work she does and is a committed advocate for educators and young children. She is a graduate of the University of Maine and earned a MAT in Museum Education from The George Washington University and an AAS in Early Childhood Development from the Northern Virginia Community College. Sarah founded Cabinet of Curiosities LLC and has served as the early childhood consultant for institutions such as the National Museum of American History, the LBJ Presidential Library and Museum and The Phillips Collection. She is also a skilled trainer working with both early childhood educators and museum professionals. Sarah was the creator and editor of The Care and Keeping of Museum Professionals, a collection of reflective essays on the state of the museum field. She has also published extensively in NAEYC’s Young Children and Teaching Young Children as well as contributing to publications of the American Alliance of Museums, the National Museum of American History and the National Science Teachers Association. Laura J. Colker , EdD, is the President of L.J. Colker & Associates in Washington, DC. She is an author, lecturer, and trainer in early childhood education with 40 years of experience. She has written or co-authored over 150 publications and contributed to the development of 45 educational videos and PBS programs. Dr. Colker is most widely known as a co-author of The Creative Curriculum for Preschool, now in its 6th edition. She is also a co-author of The Creative Curriculum for Family Child Care and the first edition of The Creative Curriculum for Infants, Toddlers, and Twos. Her two most recent books are High-Quality Early Childhood Programs: The What, Why, and How and Making Lemonade: Teaching Young Children How to Think Optimistically. Both books are co-authored with Derry Koralek. For nine years, Colker was a contributing editor to Teaching Young Children, NAEYC’s journal for preschool teachers. She has also been a consultant to Reading Is Fundamental (RIF), The Council for Professional Development, Zero to Three, WestEd, the Head Start Bureau, NACCRA (now Child Care Aware), the University of Minnesota, Sonoma State University, the Los Angeles Unified School District, all of the military services’ child development programs, the Department of Defense Education Activity, and numerous other education-related institutions and organizations. Elizabeth C. Winter, MD, is a board-certified psychiatrist living in Baltimore, MD. She is a Senior Physician with the Department of Veterans Affairs, Office of the Inspector General and a faculty member of the Johns Hopkins Hospital Department of Psychiatry and Behavioral Sciences. Dr. Winter began her career in private practice, providing medication management and psychotherapy. While in private practice, she became the co-director of the Johns Hopkins Anxiety Disorders Clinic, a tertiary consultation service providing in depth evaluations, formulations, and treatment recommendations. After leaving private practice, Dr. Winter was the medical director of a dual diagnosis facility in Maryland before joining the faculty of University of Maryland as an inpatient hospitalist. She joined the VA OIG in 2018. Dr. Winter has worked in medical student and resident education for over 10 years at Johns Hopkins and the University of Maryland. In addition to individual mentoring, clerkship lectures, and seminars, Dr. Winter developed a 6-month long curriculum on the diagnosis and management of anxiety disorders for third year psychiatry residents in the subspecialty clinic rotation. She has published extensively in academic journals, book chapters, and articles for the general public on issues related to psychiatry.

Preface

Chapter 1: Introduction
Why It Is Important to Understand Trauma
Prevalence of Trauma
Trauma-Informed Care
Early Childhood Educators Matter
A Path Forward

Chapter 2: Types of Trauma Experienced by Young Children
What Is Trauma?
Key Concepts Related to Trauma
Adverse Childhood Experiences
Causes of Trauma
Category 1: Household and Family
Category 2: Loss
Category 3: Family Separations
Category 4: Violence and Disasters
Post-Traumatic Stress Disorder
Role of Racism in Trauma and Child Well-Being
The Influence of Other Factors on Children’s Experiences of Trauma
Responses to Trauma Are Individual
A Path Forward

Chapter 3: How Trauma Impacts Young Children’s Brains and Their Ability to Learn
Brain Circuits and Connections
Experience and Brain Connections
Responding to Stress
The Impact of Trauma on Development and Learning
What Toxic Stress Looks Like in Early Childhood Programs
A Path Forward

Chapter 4: Guiding Principles for Teaching Children with Trauma
Principle 1: Recognize that All Children Will Benefit from a Trauma-Informed Approach
Principle 2: Use a Strengths-Based Approach to Teaching
Principle 3: Recognize, Appreciate, and Address Differing Influences on Children’s Experiences with Trauma
Principle 4: Embrace Resilience as a Goal for Every Child
Principle 5: Help Children Learn to Regulate Their Emotions
Principle 6: Use Positive Guidance When Dealing with Children’s Challenging Behaviors
Principle 7: Be a Role Model to Children on How to Act and Approach Learning
Principle 8: Help Children Turn Negative Thinking Around
Principle 9: Enrich the Children’s Lives with Art, Music, and Dance
Principle 10: Look Beyond Children’s Traumas and Celebrate the Joys in Life
Principle 11: Remember that You Don’t Have to Have All the Answers
A Path Forward

Chapter 5: Establishing a Safe and Inviting Environment for Learning
Design a Physical Environment that Supports Children’s Emotional, Social, Physical, and Learning Needs
Provide Materials that Support Learning and Healing
Bring Structure to the Environment Through the Daily Schedule
Tips for the Physical Environment
A Path Forward

Chapter 6: Connecting with Children
How to Foster Relationships When Children Have Experienced Trauma
Help Children Form Strong Friendships with Their Peers
Mindfulness As a Tool For Building Relationships and Other Needed Skills
Tips for Interacting with Children
A Path Forward

Chapter 7: The Healing Power of Play
Benefits of Play When There Is Trauma
A Right to Play?
The Impact of Trauma on Play
Using Play to Address Trauma’s Negative Effects
Using Playful Learning with Children Who Are Distressed
When Violence Is a Part of Play
Tips for Using Children’s Play as a Healing Agent
A Path Forward
Chapter 8: Partnering with Families
What Is a Family?
What Is Engagement?
Special Considerations in Working with Families of Children Who Have Experienced Trauma
Connecting with Families to Benefit Children
A Path Forward

Chapter 9: Trauma-Informed Care in Schools and Communities
TIC and the School Community
The Four Rs Framework and Six Principles of TIC
What TIC Looks Like in Action
Working with Your Administrator
Advocacy
A Path Forward

Chapter 10: Caring for Yourself
Your Own Compounding Stress
Defining Teaching-Related Stress
Using Self-Care to Overcome Secondary Trauma
A Path Forward

Appendix One: Resources for Educators
Appendix Two: Picture Books About Trauma
Appendix Three: Handouts for Families
References
Index
Acknowledgments
About the Authors