About the Book

Trauma Is in Children's Lives-But 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 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 forward-not only to survive but also to flourish.

Table of Contents:
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