Chapter 3: Knowing the Whole Child
Every child needs one adult who is irrationally crazy about him or her.
—Urie Brofenbrenner
Opening Vignette: I Want a Job
Mariah and Elise are three-year-old twin sisters enrolled in a full-time preschool program. Both girls are settling into the classroom routine early in the day and are elated to be at school. During the morning meeting, Ms. Olivia assigns the five classroom jobs for the morning. These jobs are randomly selected from among the ten children in the classroom by drawing popsicle sticks with names on them. After all five jobs are assigned, Mariah and Elise realize they did not get a job and the following conversation ensues.Elise says, “Why didn’t I get a job?” And Mariah responds, “Yeah, I didn’t get a job either!” and she stomps her feet. Ms. Olivia hears the interaction and responds, “That is how our classroom jobs work. This afternoon we will have five more jobs and you will get one then. Maybe tomorrow you will have a morning job.” Elise proceeds to stand up and cross her arms while saying, “Well, I don’t like that. I am mad.” Mariah adds, “I don’t like it either, I am so mad.” Ms. Olivia responds stating, “I really appreciate you both using your words to tell us you are mad. I know it feels sorta yucky to be mad. Do you think you can take a few deep breaths, and we can move on with our day? It will be time to assign afternoon jobs soon, but we have some really fun work to do before that.” Elise hesitantly agrees with the request and says, “Ok, but I want a job!” She drops her arms and moves to her table space to begin the next part of the day.
Elise returns to a place of calm and is ready to create her play plan and carry on with her day. Mariah, however, is not yet able to self-regulate. She continues stomping her feet and begins crying. The classroom assistant approaches Mariah and bends down to her eye level; she models deep breathing by asking her if she would like to take some “lion breaths.” Once Mariah is settled, the assistant helps her get situated at her favorite center. When the children are busy working in centers and Mariah is fully engaged in the play, Ms. Olivia intentionally takes time to talk with her. Mariah tells Ms. Olivia that her morning was frustrating because Elise used her favorite bowl at breakfast and then got to the classroom first to put her picture on the attendance board.
Introduction
Each child brings their experiences, family background, and culture to the classroom community. The opening vignette emphasized social and emotional skill development and illustrated how these skills can vary by child and situation. This example is interesting because the children are twins, but they exhibited different social and emotional responses within the same context. One child was able to “use her words” and move onto the next activity, whereas the other needed more support and acknowledgment of her emotions to move on. After further investigation, Ms. Olivia learned that Mariah had some experiences earlier in the morning that caused her to present in the classroom with a lower threshold for regulation, sometimes referred to as the window of tolerance (see Chapter 8). This scenario also demonstrates that a child can have developmentally appropriate coping and regulation skills, but inevitably may require guidance and support based on situational and environmental factors.
Early experiences not only influence a child’s development but also the characteristics they demonstrate when they enter a learning environment. In Chapter 2, we discussed how understanding differences in development is paramount when supporting children individually and as functioning members of a group. During the early years, children are navigating their sense of independence, learning to be empathetic toward others, and practicing their problem-solving skills. Children are also developing their sense of belonging, autonomy, and self-confidence through interactions with peers and with the support and scaffolding of educators. The guidance and nurturing required varies for each child as they become more advanced in their social and emotional development and navigate different situations. Some children are more readily able to communicate their needs and express their feelings, whereas others may need more support to be successful in navigating cooperative play, socialization experiences, and group opportunities. Educators have the responsibility to seek out and understand children’s behaviors and then support the missing social skills the children need to navigate the situation.
Each child is an individual with a unique context and identity. For example, one child may speak more than one language and have family members from a variety of countries, whereas another child’s family may be strongly rooted in a singular community. One child may live in an intergenerational home, whereas another child might live in a single-parent household. One child’s family may have access to extensive financial and community resources, whereas another child’s family may have to work hard to meet basic needs. All of these, and many other situations, are examples of how children enter our classroom communities with various contextual experiences. Understanding who a child is and the experiences they have had is crucial for educators to best serve each child and welcome them fully into the classroom community.
In this chapter, we will
consider the role of children’s context, identity, and culture (3.1);- examine the components of social and emotional development (3.2); and
- review research on adverse childhood experiences and resiliency (3.3).
3.1 Context, Identity, and Culture
Early childhood classrooms are unique spaces that are influenced by children and families. The National Association for the Education of Young Children (NAEYC, 2019) authored Advancing Equity in Early Childhood Education to outline the expectations for programs and educators. High-quality early childhood programs build on each child’s individual and family strengths, while also considering background, language, abilities, and experiences. Educators play a vital role in promoting equitable educational outcomes regardless of who the children are, where they live, or their family resources (NAEYC, 2019). The concept of developmentally appropriate practices supports educators in acknowledging and affirming the diversity of the classroom and the rich experiences each family and child bring. Embracing a whole-child perspective means reflecting on the intersectionality of the child’s environmental, developmental, and genetic factors. This understanding shapes how an educator interprets children’s classroom experiences and behavior. To understand the context and identity of each child, we must first consider three important aspects: the culture of the family, the impact of experiences on the child’s development, and the developmental progression of the child.
Family Influence
The family has a substantial influence on a child’s context and identity. Each family has a distinct cultural perspective. Culture includes traditions, beliefs, values, and customs. These differences can significantly affect the way a child understands the world and the expectations a child brings to the classroom. Language, communication style, and social interactions are all influenced by culture and experiences.
Cultural values have profound impacts on how children perceive themselves and their expectations. For example, a child might be taught to look at the ground when an adult is speaking to them or to never interrupt a conversation. In contrast, continual interjections within a conversation is normal in some families and is expected because it demonstrates engagement. Understanding and valuing cultural diversity creates a rich community where all children feel welcome and included.
Early Experiences
Identity is shaped by past experiences. A child’s early interactions contribute to their perception of the world and their sense of self. Knowledge of previous experiences and interactions help early childhood educators understand the current needs of each child. For example, it is important for a kindergarten teacher to know each child’s previous classroom or childcare experiences. It is also important to consider the interplay between a child’s environment and experiences and their genetic makeup. The term epigenetics is used to capture this intersection. The National Scientific Council on the Developing Child (2010) explains the connection in this way:
New scientific research shows that environmental influences can actually affect whether and how genes are expressed. Thus, the old ideas that genes are “set in stone” or that they alone determine development have been disproven. In fact, scientists have discovered that early experiences can determine how genes are turned on and off and even whether some are expressed at all. Therefore, the experiences children have early in life—and the environments in which they have them—shape their developing brain architecture and strongly affect whether they grow up to be healthy, productive members of society. (p. 1)
Epigenetic research emphasizes the value of a nurturing and healthy environment for children during their early years to support development. For example, adverse childhood experiences may result in physiological changes, including subsequent gene expression (Heim & Nemeroff, 2002). For this reason, it is important to understand the impact of early experiences and the power of early intervention. These environmental and genetic differences present opportunities that require us to provide varying levels of support and accommodations for all children to thrive.
Developmental Progressions
In addition to cultural values and early experiences, it is important to recognize the individual differences of each child. Understanding and acknowledging the value of a child’s current developmental levels and capabilities is necessary to support their unique needs. As discussed in Chapter 2, several theoretical frameworks provide a basic understanding of observable trends in children’s development, but each child develops along an individual trajectory. It is important to view this development within a wider context. Children develop physically, cognitively, emotionally, and socially, and each child requires a different form of support and guidance to reach optimal development.
As children grow and learn to be in the world, they develop the skills needed to take turns, help their friends, play together, and cooperate with others. Concurrently, children also learn about their own feelings and emotions. Children are born with the need and desire to connect with those around them. When teachers and providers establish positive relationships with children from birth through the early years, and value their diverse cultures and languages, children feel safe and secure. These experiences lay the foundation for healthy social and emotional development and affects how children experience the world, express themselves, manage their emotions, and establish relationships with others.
An example of how social and emotional developmental progressions relate to behavior is the varying ways children interact with adults and peers as they grow and develop. For example, an infant will look to an adult for support and will sometimes become distressed when they are separated from a familiar adult. A preschool-age child enjoys adult interaction and even initiates reciprocal interactions with both new and familiar adults, and a school-age child can simultaneously be happy for a friend while disappointed for themselves in a competitive game. These examples demonstrate how a child’s behavior and interactions progress as they develop.
Pause and Consider: Context of the Child
3.2 Components of Social and Emotional Development
The term social and emotional development is used in multiple ways and interchanged with varying terms, including social emotional learning, social and emotional competencies, emotional literacy, well-being, and mental health. Additionally, social development and emotional development are often grouped together, but it is helpful to think about the individual definitions and then how they are connected. The Head Start Early Learning Outcomes Framework (Head Start, 2015) inspired the definitions we will use for the purposes of this textbook. We are defining emotional development as an internal process reflecting the child’s ability to recognize and manage their emotions, including their responses to others, whereas social development refers to a child’s relational abilities and connections to other children and adults.
Collectively, social and emotional development is the child’s capacity to create close and secure adult and peer relationships; to experience, regulate, and express emotions in socially and culturally appropriate ways; and to engage productively in their environment. Social and emotional development begins at birth and continues throughout childhood (Greenspan & Wieder, 2006). Because development is not linear and is dynamic in nature, Greenspan and Wieder’s work is useful in helping us understand the “processes” of development. The term processes is used as opposed to stages or milestones, because of the iterative nature of social and emotional development. This approach recognizes each child’s brain–body connection, individual differences, and environmental experiences in relationship with others. This is an important shift in our understanding about how children’s social and emotional development is affected by a variety of factors. Social and emotional development is an ongoing process of learning to manage and demonstrate emotions in healthy and appropriate ways. Additionally, a clear connection exists between social and emotional development and school readiness, along with cognitive functioning (Shonkoff & Phillips, 2000).
Ho and Funk (2018) contend that children who are socially and emotionally healthy demonstrate the following characteristics:
- Are usually in a positive mood
- Listen and follow directions
- Have close relationships with caregivers and peers
- Care about friends and show interest in others
- Recognize, label, and manage their own emotions
- Understand others’ emotions and show empathy
- Express wishes and preferences clearly
- Gain access to ongoing play and group activities
- Are able to play, negotiate, and compromise with others (p. 73)
Social and Emotional Competencies
Social and emotional competence is focused around specific indicators and developmental milestones. Being socially and emotionally competent requires a variety of prerequisite skills, including self-regulation and relationship skills. The development of self-regulation influences a person’s well-being throughout their lifespan. When individuals are regulated, they are able to cope with strong emotions, to focus attention on a task, and to interact productively with others. Children who are able to regulate their thoughts, feelings, and emotions are better equipped to navigate adversity and demonstrate resilience. A child’s ability to manage their thoughts and feelings increases as their capacity to respond to stress and stay regulated improves (Porges, 2011). Shanker (2021) explains:
Children’s capacity for self-regulation—how they manage energy expenditure in response to stressors and then recover from the effort—becomes wired during these critical years. Trajectories are set early and once set, can be difficult to change later in life. Anyone concerned with the healthy development of a young child needs to pay close attention to the child’s self-regulation. (p. 1)
The development of self-regulation depends on biological disposition, environmental contexts, and the influence of caregivers and other adults. Factors such as attachment, temperament, and adult modeling all contribute to the development of self-regulation skills. Children are born with the need to interact and create connections. Much like the development of literacy skills, self-regulation is also learned and contingent on responsive interactions with warm caring adults and environmental supports. Because children have various needs and strengths, the development of self-regulation is not consistent or parallel in all children.
In addition to self-regulation competencies, children’s ability to develop strong relationship skills is paramount as relationships are the underlying driver of social and emotional development (Delahooke, 2019). Relationship skills include social awareness, recognizing the needs of others, and being able to communicate and solve problems with peers and adults. Developing empathy, or the ability to see things from another’s perspective, is a key component of productive relationship skills. In Chapter 6, we will examine the importance of relationships within classroom communities.
Social and Emotional Learning
Social emotional learning refers to the process and application of social emotional knowledge and skills (CASEL, 2023). When teachers understand social and emotional developmental domains, they can target specific areas of growth for children and identify the skills for supporting children’s competencies across domains. The Collaborative for Academic, Social, and Emotional Learning (CASEL) was formed in 1994 and is composed of educators, child advocates, and researchers. CASEL (2024) defines social and emotional learning in this way:
Social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions. Social emotional learning begins at home and continues through adulthood. (para. 3)
A developmental approach to SEL takes into account how individuals’ social and emotional skills can evolve and improve at various stages of life, starting from early childhood and continuing into adulthood. The early childhood years are instrumental in setting the path for the development of social and emotional skills. The opportunities and experiences a child encounters has a significant impact on the child’s social and emotional intelligence. This includes being ready for formal school entry, interacting productively with others, and achieving academic success at school.
It is essential to tailor SEL expectations, teaching methods, and evaluation criteria to students’ development levels as well as to their individual ability to handle age-appropriate tasks and challenges. In high-quality early childhood programs, children are provided with opportunities to demonstrate their social and emotional learning through play. Wieder (2017) explains:
In play, the child defines his emotions in his stories, organizes the sequence, and determines the outcomes. This abstract level of symbolic thinking leads to a differentiated sense of self and others, bringing along capacities for empathy and reflection, and preparing the child emotionally and intellectually for the future. (p. 279)
Play and unstructured opportunities for children to interact remain a beneficial arena for nurturing children’s social and emotional development throughout the primary grades (Delahooke, 2019). In addition to unstructured play, our instructional practices also provide opportunities for children to practice their collaborative problem-solving skills. Problem-based learning, project-based learning, and inquiry approaches are pedagogical practices that allow teachers to scaffold appropriate ways to work together toward a common goal and to encourage the development of social and emotional skills such as conflict resolution, empathic thinking, and conversational turn-taking.
Social and emotional development is essential for a child to successfully interact with others and self-regulate (Kostelnik et al., 2015). Differences in the needs of individual children require educators to implement strategic practices and to adjust these supports for individual children. Pitfalls can emerge in the implementation of social and emotional programs, curriculums, and evaluation practices used to support children in developing social and emotional skills. These programs sometimes apply deficit perspectives and inadvertently encourage teachers to focus on problematic behaviors (e.g., argues, refuses, kicks) rather than focusing on reasons for the behavior. Such programs place an onus on the child to fix the behavior rather than on the adults to problem solve and teach the skills needed to address dysregulated and disruptive behaviors.
When we ask teachers to evaluate children’s social and emotional expressions on rating scales, this puts teachers in the role of deciding what is socially acceptable in a school context overwhelmingly shaped by middle-class White norms. If we “rate” children on their social and emotional competence, it can become a way of labeling children and is not a culturally responsive practice. Children most harmed by this approach are often minoritized students who do not share the same cultural expressions dominant in school cultures. Moreover, scales can normalize deficit-perspective habits of mind. This is especially problematic as research demonstrates that negative perceptions of a child can impede the development of positive teacher-child relationships, which have short- and long-term impacts on a child’s academic and social engagement (Hamre & Pianta, 2001). Our expectations of children’s abilities and skills can be influenced by these labels and may not consider the child’s family, culture, experiences, or even developing skills.
Approaches to Social and Emotional Learning
We will look at two different approaches that guide the development of social and emotional skills and incorporate self-regulation and relationship skills. Each model provides us with a distinct perspective, but it is important to acknowledge the commonalities and shared outcomes. Collectively, our goal is to provide children with the skills and competencies needed to become emotionally grounded and productive members of society.
Functional Emotional Developmental Levels
The Functional Emotional Developmental Levels (FEDLs) approach is an integration of models related to emotional functioning and development (Greenspan, 1979). The model was created because of the difficulty in observing and conceptualizing deep levels of emotional development in very young children. This approach emphasizes individual sensory processing and motor planning and its impact on emotional functioning. Delahooke (2019) summarizes the terminology used in the FEDLs model in the following way:
“Functional” refers to how the individual takes in the world and comprehends it. “Emotional” denotes the role of feelings at each level and the way that feelings alter the meaning and understanding of experiences. “Developmental” indicates the pattern of growth through the milestones. The “Levels” are the experiences necessary for social-emotional maturity at various phases as children grow. (p. 33)
Greenspan and Wieder’s (2006) approach recognizes children’s relationship with others as central to developing social and emotional competencies. This framework includes six developmental processes. Each developmental process emphasizes a specific capacity the child must have to move to the next stage (Greenspan & Weidner, 2006). The child’s progression through each stage reveals the child’s ability to reach emotional goals. Finally, this model demonstrates the important role and meaning of emotions in social and emotional development for young children. Table 3.1 presents the developmental process for FEDLs.
| Processes | Age Range | Example |
|---|---|---|
| Regulation and attention | 0–3 months | The child is calm and alert and has a feeling of safety. The child is regulated and able to attend to the relational and physical environment. This level focuses on the importance of a soothing environment in which the child can learn to regulate their emotions. |
| Engagement and connection | 4–5 months | The child engages in warm, reciprocal relationships. This looks like a positive climate, smiling, enjoyment, engagement. |
| Purposeful emotional interactions | 6–9 months | The child participates in serve and return interactions and is able to give and receive verbal and nonverbal signals. |
| Social problem solving | 9–18 months | The child can ask, show, and tell. Communication can be gestures, words or both. |
| Symbols, words, and ideas | 18–36 months | The child can use words and symbols to communicate ideas.Top-down processing occurs here. |
| Building bridges between ideas | 30–42 months | The child can think logically and can organize the difference in thoughts and actions. |
CASEL Framework
CASEL is grounded in integrating social and emotional learning as a foundational component of high-quality and equitable classrooms. CASEL highlights elements of social and emotional learning necessary for developing the skills needed to be successful in life. Typically, people with strong social and emotional skills are able to build and maintain healthy relationships, succeed at school, and make meaningful contributions to communities. The framework, which is known as the Interactive CASEL Wheel, demonstrates the underlying processes for supporting social and emotional development and learning from a systematic perspective (CASEL, 2024). This model acknowledges that social and emotional competencies are embedded within the wider social and cultural contexts in which a child is developing. The framework articulates five skills that are often used by states to establish SEL standards or guidelines (see Figure 3.1).
Long Description for Figure 3.1
The center shows social and emotional learning surrounded by self-awareness, self-management, responsible decision-making, relationship skills, and social awareness. Around this are classrooms, schools, families and caregivers, and communities. Classrooms include social and emotional learning instruction and classroom climate. Schools include schoolwide culture, practices, and policies. Families and caregivers contribute to authentic partnerships and communities are aligned with learning opportunities.
The five CASEL competencies are as follows:
- Self-Awareness: The ability to recognize the connection between thoughts and emotions and the development of a positive identity.
- Self-Management: The ability to manage and express one’s own emotions in challenging situations.
- Social Awareness: The ability to empathize and demonstrate gratitude with others, including those with different abilities, backgrounds, and cultures.
- Relationship Skills: The ability to use verbal and nonverbal communication to interact with others to build positive relationships and solve conflict.
- Decision-Making: The ability to evaluate, through reflection, the benefits and consequences of various actions within the decision-making process (CASEL, 2024).
Pause and Consider: FELDS and CASEL Frameworks
3.3 Trauma, Adversity, and Resilience
Social competence and emotional well-being require a collection of foundational skills and abilities required for continual growth and development. Development of social and emotional skills is contingent on a secure environment and supportive caregivers. When a child feels safe and secure, they are able to take risks, practice their problem-solving skills, and depend on a regulated adult to guide their development. Unfortunately, not all children develop in consistently secure environments with supportive caregivers. Statistically, nearly half of children in the United States have suffered a traumatic event or an adverse childhood experience during their early years (Sacks & Murphey, 2018). A child’s identity and development can be significantly affected by exposure to traumatic events or experiences (Herzog & Schmahl, 2018).
A child’s capacity to engage and their ability to communicate their needs may be affected by traumatic events or experiences. Stress and trauma affects both development and learning. When trauma occurs, a child can feel a loss of control and this can have an impact on the way they interpret future interactions with others and the environment (Kaminer, Seedat, & Stein, 2005). A child’s relational abilities can also be influenced by trauma and can have an impact on their feelings of safety, ability to trust, and capacity to deal with challenges. It is critical for educators to understand how adverse experiences affect brain development. It is also important to recognize trauma does not define a child or family. Siegel and Bryson (2011) explain:
We aren’t held captive for the rest of our lives by the way the brain works at this moment—we can actually rewire it so that we can be healthier and happier. This is true not only for children and adolescents, but also for each of us across the life span. (p. 208)
Adverse Childhood Experiences
Adverse childhood experiences (ACEs) represent specific subsets of childhood adversity, including abuse, neglect, and family dysfunction (see Figure 3.3). Subsets include adversities, such as parental divorce, economic hardship, and homelessness. An initial ACE study as well as subsequent studies indicate a clear correlation between the number of ACEs adults experienced in childhood and subsequent negative physical and mental health outcomes (Felitti et al., 1998).
Long Description for Figure 3.2
The trauma forms include neglect, abuse, and household dysfunction. Neglect consists of physical neglect and emotional neglect. Abuse includes physical abuse, sexual abuse, and emotional abuse. Household dysfunction covers mental illness, an incarcerated relative, divorce, a mother treated violently, and substance abuse.
Trauma is not defined by the actual event; it is instead a response to a stressful experience in which a person’s ability to cope is limited or challenged. Aside from the context and circumstances of an event, individual perceptions and past experiences influence coping and resilience. The nature of the event, the individual characteristics of the child, and the response from caregivers all influence the long-term impact on the child’s development and trajectory. Trauma can be chronic (continuous) or episodic (one-time incident). The term toxic stress is often used to capture the cumulative effects of trauma on individuals. Toxic stress is the cumulative impact of “excessive activation of the stress response system” that can lead to a “long lasting stress response, which can have a wear-and-tear effect on the body” (Harvard Center on the Developing Child, 2024, para. 3).
Experiencing trauma has a substantial impact on a human’s actions, behaviors, and development. Children who experience chronic or repetitive trauma might demonstrate challenging behaviors. The signs could be obvious and consist of loud outburst or could be subtle and cause the child to be withdrawn or sad. De Young, Kenardy, and Cobham (2011) group the signs of trauma into three categories of symptoms: reexperiencing, avoidance, and hyperarousal.
- Reexperiencing is reliving some aspects of a traumatic experience. In a classroom, the child may reenact their experiences during play.
- Avoidance occurs when a child retreats from reminders of traumatic experiences. In a classroom setting, the child may be quiet, withdrawn, and hesitant to play and interact.
- Hyperarousal is characterized by heightened responses. In the classroom, this may look like the inability to maintain attention or sudden outbursts.
Pause and Consider: Early Adversity
Video 3.1: Coping with early adversity and mitigating its effects—Core story: Resilience.
Source: Center for Advanced Studies in Child Welfare (CASCW), University of Minnesota.
Video reflection: Why is it important that educators understand toxic stress and its implications for children? How can educators help children develop resilience?
Resiliency Research
Resilience is the ability to adapt or withstand difficult life experiences or challenges. Resilience is considered to be a positive adaptation in the context of adversity and is related to improved short- and long-term outcomes (Luthar, 2006). As stated earlier, trauma is not merely the event a child experiences, but also the degree to which the child has the ability to cope. Research regarding trauma has also provided important information surrounding resilience, interventions, and adaptive skills, all of which are related to improved short- and long-term health outcomes. In these instances in which the child has shown resilience, a key contribution is the feeling of safety (Luthar, 2006).
Positive childhood experiences (PCEs) help to build resilience for all children, including children who have experienced ACEs or who might experience them in the future. PCEs are “conceived as essential, interrelated experiences that engage the child, the parent, and the parent-child relationship in order to achieve the designated child health outcomes” (Sege & Harper Browne, 2017, p. 81). When children experience positive interactions with others and their world, they develop a positive sense of belonging and connectedness (Sege & Harper Browne, 2017). PCEs include the following:
- being able to talk openly to a trusted adult about feelings;
- belief that you have support, someone that stands by you during hard times;
- feeling safe and protected at home;
- feeling supported by friends;
- having a sense of belonging;
- participating in community traditions; and
- having a relationship with at least one non-parent adult that takes interest.
Teachers can also leverage PCEs in the classroom community to build children’s sense of belonging (see Chapter 6). In the face of difficulty, it is helpful to know that, as educators, we can support children’s resiliency. An important correlation exists between positive relationships and healthy development (Bethell et al., 2019). In fact, the greater the quantity of PCEs, the more likely children are to experience positive adult mental health (Bethell et al., 2019). With this in mind, we can look at specific strategies for building PCEs. Cummings and Swindell (2019) propose that early childhood teachers can support children and alleviate trauma related stressors by reflecting on the following questions:
- What can I do to help this child feel safe?
- What can I do to help this child rewrite his or her social narrative?
- What can I do to help this child regulate his or her emotions? (p. 142)
This approach is more narrowly focused on emotional development than the application of social skills, but our understanding of trauma-informed practices tells us that this is the first step to address the outward manifestations seen in children’s behavior.
Trauma-Informed Practices
Strong research supports the potential resiliency of the child and the impact of positive early learning environments to mediate stress and provide the stability children need to learn and grow successfully (Choe et al., 2024). As children grow and develop, having the presence of safe, stable, nurturing relationships and environments are important factors for optimal development. The support provided by educators and programs must be intentional, informed, and strength-based.
We will not always know who has experienced trauma; however, educators must be equipped to recognize the signs and the associated behaviors and respond appropriately by identifying the needs of the child before determining the guidance provided (Harris & Fallot, 2001). Using a trauma-informed lens allows us to apply supportive practices even when we are not aware of past trauma. Traditional classroom management approaches often cause harm to children who have or are currently experiencing trauma. The community model for classroom management, explained throughout this textbook, provides specific and concrete explanations for implementing trauma-informed practices. From the philosophy for behavior support in Chapter 1 to the relationship building strategies in Chapter 6 and the guidance around unpacking behavior in Chapter 8, this textbook is centered around and aligned with trauma-informed practices.
Table 3.2 presents a set of trauma-informed practice for educators.
| Trauma-Informed Practices for Educators |
|---|
|
Pause and Consider: Trauma and the Classroom
Key Takeaways
- Each child comes to the classroom with distinct experiences, family dynamics, and cultural references. All of these factors influence the child’s development.
- Social and emotional development is an ongoing process for all children and can be fostered in classroom communities.
- ACEs and PCEs influence development.
Figures
Figure 3.1: The CASEL wheel. “The CASEL Wheel” by the Collaborative for Academic, Social, and Emotional Learning (CASEL).
Figure 3.2: Types of trauma. “Childhood maltreatment sub-types” by Kay Ayre and Govind Krishnamoorthy, from Trauma Informed Behaviour Support: A Practical Guide to Developing Resilient Learners (2020), is licensed under CC BY-SA 4.0.
Images
Teacher reading with two students. “A day at a Kindergarten” [photograph] by amrufm is licensed under CC BY 2.0.
Family of three. “Children Parents and Nature” [photograph] by Children & Nature Network is in the public domain (CC0).
Children playing collaboratively with clay. “Kids Playing at the Table” [photograph] by Pavel Danilyuk, Pexels.
Tables
Table 3.1: Functional Emotional Developmental Levels. Adapted from Greenspan and Weidner (2006).
Table 3.2: Trauma-Informed Practices. Trauma-informed practices are drawn from Thomas, Crosby, and Vanderhaar (2019).
References
Bethell, C., Jones, J., Gombojav, N., Linkenbach, J., & Sege, R. (2019). Positive childhood experiences and adult mental and relational health in a statewide sample: Associations across adverse childhood experiences levels. JAMA Pediatrics, 173(11), e193007. https://doi.org/10.1001/jamapediatrics.2019.3007
CASEL. (2024). Core SEL competencies. https://casel.org/fundamentals-of-sel/what-is-the-casel-framework
Choe, D. E., Barreda, S., Galán, C. A., Gardner, F., Wilson, M. N., Dishion, T. J., & Shaw, D. S. (2024). Early childhood predictors of early school-age academic skills and resilience among children living in poverty. Social Development, 33(1). https://doi.org/10.1111/sode.12715
Cummings, K. P., & Swindell, J. (2019). Using a trauma-sensitive lens to support children with diverse experiences. Young Exceptional Children, 22(3), 139–149. https://doi.org/10.1177/1096250618756898
Delahooke, M. (2019) Beyond behaviors: Using brain science and compassion to understand and solve children’s behavioral challenges. PESI Publishing & Media.
De Young, A. C., J. A. Kenardy, & V. E. Cobham. (2011). Diagnosis of posttraumatic stress disorder in preschool children. Journal of Clinical Child and Adolescent Psychology, 40(3), 375–384.
Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., Koss, M., & Marks, J. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study. American Journal of Preventive Medicine, 14, 245–258.
Greenspan, S. I. (1979). Intelligence and adaptation: An integration of psychoanalytic and Piagetian developmental psychology. Psychological Issues, Monograph 47/68. International Universities Press.
Greenspan, S. I., & Wieder, S. (2006). Infant and early childhood mental health: A comprehensive development approach to assessment and intervention. American Psychiatric Publishing.
Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625–638.
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