The role of early care and education in addressing early childhood trauma

• Published in: American journal of community psychology 2019-12, Vol.64 (3-4), p.359-372
• Main Authors: Bartlett, Jessica Dym, Smith, Sheila
• Format: Article
• Language: English
• Subjects: Adverse childhood experiences; Child & adolescent mental health; Child abuse & neglect; Child development; Childhood; Children; Children & youth; Domestic violence; Early care and education; Educational programs; Infant and early childhood mental health; Policy making; Trauma; Trauma‐informed care; Well being
• ISSN: 0091-0562; 1573-2770
• DOI: 10.1002/ajcp.12380

Young children's experience of trauma is associated with a wide range of adverse events and circumstances, including abuse and neglect, domestic violence, loss of a parent, and community violence. Policymakers and practitioners are increasingly aware that trauma during the first few years of life is especially widespread, and there is growing interest in new ways to support these young children and their families. Many young children who experience trauma attend early care and education (ECE) programs, and these settings offer important opportunities to promote their well‐being. This paper examines strategies currently being implemented in ECE to address early childhood trauma. The paper first examines research on how trauma affects young children's development, ECE environments, and society. We then describe the unique needs of young, traumatized children and features of trauma‐informed care that can address their needs, along with emerging interventions and supports that can be incorporated into or linked with ECE settings as part of a trauma‐informed approach. We conclude with a discussion of future directions for ECE and trauma research, policy, and practice, bearing in mind both the promise of new approaches and a limited evidence base to date. Highlights Trauma is most common in early childhood, affecting between half and two‐thirds of all children in the United States. Early care and education (ECE) serves a large number of traumatized children and can offer critical supports to promote the recovery and well‐being of young children and their families. This article provides examples of trauma‐informed initiatives and practices currently in use in ECE and describes their level of evidence. Recommendations for future research, policy, and practice include additional research to expand the limited evidence base and utilization of existing policies to promote trauma‐informed care in ECE settings.