<p> The purpose of this self-study is to examine and analyze if and how an understanding of early childhood trauma informs my practice in my student-teaching placements in early childhood special education and a special day class (SDC) autism preschool. This study was informed by research in the field, as well as qualitative interviews on the subject. This study aims brings to light the need for more training and education on trauma-informed care in ECE. Data was collected through self-focused reflections and feedback from my colleagues on my work in my student-teaching placements at a center-based early intervention program in Oakland and an autism SDC preschool in San Leandro. Data was also collected through qualitative interviews with professionals working in the realms of early brain development and childhood trauma. This data was examined using an understanding of trauma’s impact on brain development, behavior, learning, and interactions with others, the role of early childhood educators as protective factors who provide supportive, responsive care that fosters resiliency, as well as literature on trauma sensitive care. This study makes an important contribution to the literature because, while there is a great deal of literature on early childhood trauma in the fields of psychology and neurobiology, there is a disconnect between this knowledge base and what training early childhood educators receive and a general lack of trauma-informed care in early childhood settings. This study discusses how trauma-informed care can be put into practice in ECE and advocates for more training and implementation in these settings.</p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:10155716 |
| Date | 08 November 2016 |
| Creators | Steiner, Emily Irene |
| Publisher | Mills College |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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