Now more than ever, there is a need for early childhood professionals to comprehensively integrate trauma-sensitive practices into their work with children and families. This essential resource offers instructional strategies teachers can use daily to support their students dealing with trauma in early learning environments. Readers will learn to create opportunities for children to use their natural language—play—to reduce their stress, to cope with adversity, to build resilience, and even to heal from trauma. Nicholson and Kurtz provide vignettes, case study examples, textboxes, photographs, and descriptions of adapted therapeutic strategies ready for implementation in the classroom. Practical and comprehensive, this book is ideal for both prospective and veteran early childhood educators seeking to understand trauma-informed practices when working with young children (birth–8) in a range of environments.
Author(s): Julie Nicholson, Julie Kurtz, Lafeshia Edwards, Jonathan Iris-Wilbanks, Samantha Watson-Alvarado, Maja Jevgjovikj, Valentina Torres
Publisher: Routledge/Eye on Education
Year: 2023
Language: English
Pages: 220
City: New York
Cover
Half Title
Series Information
Title Page
Copyright Page
Table of Contents
List of Figures and Tables
Meet the Authors
Introduction
Children Are Experiencing Stress and Trauma at Significant Levels
How Children Use Play to Cope, Build Resilience, and Heal
The Hierarchical Nature of Children’s Brain Development
The Hindbrain (Survival Brain)
The Limbic Brain (Emotional and Relational Brain; Figure 0.2)
Amygdala (Alarm Center)
The Pre-Frontal Cortex Or Neo-Cortex (Executive Brain; Figure 0.3)
Hindbrain / “Survival”: Alarm Center of the Brain
Limbic “Emotional/Relational” Brain: The Emotion Center of the Brain
Pre-Frontal Cortex: “Executive” Brain
Supporting Children to Be in Their Optimal Zone of Arousal
Defining Trauma
The Impact of Stress and Trauma On Young Children’s Play
Balancing a Focus On Trauma With Coping, Resilience, and Healing
The Role of Play in Building Children’s Resilience
But What Happens When the Hard Stuff Enters Play?
Early Childhood Educators Are Not Therapists
Goals and Overview of the Book
References
1 Learning to Observe and Value the Stories Children Tell Us Through Play
Children Tell Us Stories Through Their Play
Example 1: Telling a Story Through Play About the Global Pandemic
Trauma-Responsive Practices in this Preschool
Example 2: Telling a Story Through Play About Divorce
How Play Supported Calvin’s Ability to Cope, Build Resilience, and Heal
Trauma-Responsive Practices Used to Support Calvin
Example 3: Telling a Story Through Play About a Community Fire
How Play Supported Mario’s Ability to Cope, Build Resilience, and Heal
Trauma-Responsive Practices Used to Support Mario
Reflection/Discussion Questions
Educators Need Support to Work Effectively With Trauma-Impacted Children
Time for Teachers to Process and Reflect
“I Just Wanted Someone To Tell Me It Would Be OK”
Pause, Slow Down, Reflect, and Connect First
Creating a Trauma-Responsive Individualized Support Plan for Luke
The Teachers Share How Play Progressed for Them With Luke
Reflection/Discussion Questions
References
2 Building Consistent, Attuned, and Responsive Relationships With Young Children Through Play
Image of the Child
Constructing an Image of the Child Impacted By Trauma
Reflect On Your “Ideal” Image of a Child
Shifting From “What Is Wrong With You?” to “What Is Your Behavior Communicating?”
Daniel and the Teachers Collaborate to Support Alex
Daniel and the Teachers Collaborate to Support Alex’s Family
Daniel’s Role in Supporting the Teachers
Reflection/Discussion Questions
Building Responsive Relationships With Young Children: A Felt Sense of Safety Is the Foundation
“I Am Just Going to Sit Nearby”
Trauma-Responsive Practices That Teacher Lindsay Was Using to Support Katie to Feel Safe
Building Responsive Relationships With Young Children: A Felt Sense of Belonging
Grandma Can Give Them a Hug
Reflection/Discussion Questions
Building Responsive Relationships With Young Children: Close Connections With Families
“I Love You, Mom. I Want You Not to Be Sick”
Reflection/Discussion Question
References
3 Arranging the Environment to Reduce Children’s Stress and Support Healing Through Play
Reflection/Discussion Questions
Create a Safe and Calm Area in the Classroom
Reflection/Discussion Question
Environment Strategies That Calm the Sensory Response System
Creating Boundaries and Reinforcing Safety With the Use of Trays
Access and Opportunities to Participate in Different Types of Play
Strategies Teacher Jason Used to Help Bob and the Other Children to Feel Safe Outside
Strategies the Teacher Used to Guide Bob From Aggressive to Cooperative Play With Other Children
References
4 Play-Based Instructional Strategies That Support Children to Cope, Build Resilience, and Heal From Toxic Stress and Trauma
A Play-Powered Approach
“Annalee Doesn’t Listen, So I Looked for Offers to Say Yes”
Reflection/Discussion Questions
Play-Based Learning Across a Continuum
Play-Powered Transitions
Reflection/Discussion Questions
Embracing Stories (Even Scary Ones) Children Bring Into The Classroom
“Jeremy Is Scared of Monsters at Bedtime”: How He Learns to Deconstruct His Monster to Feel Safe Again
Reflection/Discussion Questions
“Lost and Found: The Baby Is Buried in the Sand”
Teacher Maritza Attunes to Carina Through Curiosity and Use of Open-Ended Questions
How Play Supported Carina’s Ability to Cope, Build Resilience, and Heal
Trauma-Responsive Practices Used to Support Carina
Reflection/Discussion Questions
Bibliotherapy: Storytelling and Reading Books With the Purpose of Healing
Using Puppets in the Early Childhood Classroom to Support Children to Cope With Stress
Reflection/Discussion Questions
Giving a Child a Voice By Looking at the Meaning Behind Their Behavior
Reflection/Discussion Question
References
5 Case Studies of the Power of Play to Support Children’s Stress Reduction, Resilience, and Healing
Applying Ideas Throughout the Book to Your Practice
CASE STUDY #1: “Mason is in Heaven”: How Adding a Dollhouse to the Sensory Bin Supported a Little Boy to Move from Grief to Friendship
Background
Reducing Vincent’s Stress and Building His Ability to Focus Through Play
How Play Supported Vincent’s Ability to Cope, Build Resilience, and Heal
Trauma-Responsive Practices Used to Support Vincent
Reflection/Discussion Questions
CASE STUDY #2: Shifting from “Bad Day / Bad Boy” Towards “We are Working On or Towards…”: Taking Intentional Actions...
How Play Supported Jeffrey’s Ability to Cope, Build Resilience, and Heal
Trauma-Responsive Practices Used to Support Jeffrey
Reflection/Discussion Questions
CASE STUDY #3: “Pedro is Part of Our Class”: Small Wins are Huge!
Trauma-Responsive Practices Used to Support Pedro
Teacher Ryan’s Advice
Reflection/Discussion Questions
CASE STUDY #4: “I Don’t Want to Leave My Best Friend!” Helping Children in Times of Uncertainty and Stress
How Play Supported Enna’s Ability to Cope, Build Resilience, and Heal
Trauma-Responsive Practices to Support Enna
Reflection/Discussion Questions
CASE STUDY #5: Jerome and His Military Helmet: How My Helmet Protects and Makes Me Feel Safe
Strategies That Supported Jerome’s Ability to Cope and Build Resilience
Trauma-Responsive Practices Used to Support Jerome
Reflection/Discussion Questions
CASE STUDY #6: Never Give Up On a Child! There is Always a Way to Help Them Feel Safe
Months Later and Leonard Is Now in Kindergarten
Strategies That Supported Leonard’s Ability to Cope and Build Resilience
Trauma-Responsive Practices Used to Support Leonard
Reflection/Discussion Questions
References
Conclusion
Reference
Resources
Books for Adults
Parenting
Adults Impacted By Trauma
Books for Children
Promoting Sensory-Emotional Literacy and Body Awareness and Managing Big Emotions
Books for Children Who Have Been Through Scary Things
Death Or Loss
Scared at Night of Monsters
Divorce Or Parent Separation
Moving Or Saying Goodbye
Apps
Website
A Note On the Cover
Isaac’s Mural
