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Trauma Is in Children's LivesBut So Are You The world can be a confusing, frightening place to young children. More than ever, early childhood educators need accurate information and practical guidance for helping children and families who have experienced trauma. Following a healing-centered approach to working with children ages 36, this book provides an understanding of
What trauma is, what causes it, and its potential effects on the brain and learning | Why your relationships with children and families are critical to promoting healing | How to create trauma-informed programs…mehr
The world can be a confusing, frightening place to young children. More than ever, early childhood educators need accurate information and practical guidance for helping children and families who have experienced trauma. Following a healing-centered approach to working with children ages 36, this book provides an understanding of
What trauma is, what causes it, and its potential effects on the brain and learning
Why your relationships with children and families are critical to promoting healing
How to create trauma-informed programs and implement practices that support children and families
How to care for your own well-being
The thread of hope woven throughout will encourage you as you help children and families find a path forwardnot only to survive but also to flourish.
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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.
Inhaltsangabe
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 Traumäs 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
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 Traumäs 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
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