Trauma-Informed Care in Early Childhood Education Settings: A Scoping Literature Review

Chudzik, Mia; Corr, Catherine; Santos, Rosa Milagros

doi:10.1007/s10643-023-01596-3

Early Childhood Educ J

2023

DOI: 10.1007/s10643-023-01596-3

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Trauma-Informed Care in Early Childhood Education Settings: A Scoping Literature Review

Mia Chudzik,

Catherine Corr,

Rosa Milagros Santos

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Cited by 2 publications

References 31 publications

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“. . .We’re Not Doing Enough:”: Trauma-Informed Care in an Early Childhood Special Education Center

Chudzik,

Corr,

Santos

2023

Topics in Early Childhood Special Education

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Young children with disabilities experience trauma at high rates. To mitigate and address the negative effects of trauma on young children’s development, systematic implementation of trauma-informed care is needed. In schools, it is important that all staff members at every level are trained to implement trauma-informed care. In this qualitative study, we explored the experiences of ECSE professionals in one center, including administrators, teachers, paraprofessionals, and related service providers, as they planned and implemented trauma-informed care. We used Bronfenbrenner’s ecological systems theory to guide the design of the study. Our findings suggest that ECSE professionals are impacted by factors at the micro-, meso-, exo-, and macrosystem level of the environment, which influenced the extent to which they were able to successfully implement trauma-informed care.

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“. . .We’re Not Doing Enough:”: Trauma-Informed Care in an Early Childhood Special Education Center

Chudzik,

Corr,

Santos

2023

Topics in Early Childhood Special Education

View full text Add to dashboard Cite

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Examining Early Childhood Expulsion Through a Trauma-Informed Lens

Chudzik,

O’Grady,

Burdick

et al. 2024

Topics in Early Childhood Special Education

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Expulsion is unfortunately common in early childhood settings and has a negative impact on both children and caregivers. In this qualitative study, we conducted semi-structured interviews to learn about caregivers’ experiences with early childhood expulsion. We analyzed the data using a trauma-informed lens to examine how the experience of expulsion was potentially traumatic to children and caregivers. Our findings indicate that caregivers believed the experience of expulsion was deeply harmful for themselves and their children. The implications of this study highlight ways early childhood education systems and practices can improve to be more trauma-informed and prevent expulsion.

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Trauma-Informed Care in Early Childhood Education Settings: A Scoping Literature Review

Cited by 2 publications

References 31 publications

“. . .We’re Not Doing Enough:”: Trauma-Informed Care in an Early Childhood Special Education Center

“. . .We’re Not Doing Enough:”: Trauma-Informed Care in an Early Childhood Special Education Center

Examining Early Childhood Expulsion Through a Trauma-Informed Lens

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