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 languageâ••playâ••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 (birthâ••8) in a range of environments.
Cover 1
Half Title 2
Series Information 3
Title Page 4
Copyright Page 5
Table of Contents 6
List of Figures and Tables 10
Meet the Authors 12
Introduction 14
Children Are Experiencing Stress and Trauma at Significant Levels 15
How Children Use Play to Cope, Build Resilience, and Heal 16
The Hierarchical Nature of Children’s Brain Development 18
The Hindbrain (Survival Brain) 19
The Limbic Brain (Emotional and Relational Brain; Figure 0.2) 20
Amygdala (Alarm Center) 21
The Pre-Frontal Cortex Or Neo-Cortex (Executive Brain; Figure 0.3) 21
Hindbrain / “Survival”: Alarm Center of the Brain 23
Limbic “Emotional/Relational” Brain: The Emotion Center of the Brain 23
Pre-Frontal Cortex: “Executive” Brain 23
Supporting Children to Be in Their Optimal Zone of Arousal 23
Defining Trauma 26
The Impact of Stress and Trauma On Young Children’s Play 28
Balancing a Focus On Trauma With Coping, Resilience, and Healing 29
The Role of Play in Building Children’s Resilience 32
But What Happens When the Hard Stuff Enters Play? 33
Early Childhood Educators Are Not Therapists 34
Goals and Overview of the Book 35
References 40
1 Learning to Observe and Value the Stories Children Tell Us Through Play 43
Children Tell Us Stories Through Their Play 43
Example 1: Telling a Story Through Play About the Global Pandemic 44
Trauma-Responsive Practices in this Preschool 45
Example 2: Telling a Story Through Play About Divorce 46
How Play Supported Calvin’s Ability to Cope, Build Resilience, and Heal 48
Trauma-Responsive Practices Used to Support Calvin 48
Example 3: Telling a Story Through Play About a Community Fire 49
How Play Supported Mario’s Ability to Cope, Build Resilience, and Heal 56
Trauma-Responsive Practices Used to Support Mario 57
Reflection/Discussion Questions 57
Educators Need Support to Work Effectively With Trauma-Impacted Children 58
Time for Teachers to Process and Reflect 59
“I Just Wanted Someone To Tell Me It Would Be OK” 60
Pause, Slow Down, Reflect, and Connect First 62
Creating a Trauma-Responsive Individualized Support Plan for Luke 66
The Teachers Share How Play Progressed for Them With Luke 68
Reflection/Discussion Questions 70
References 71
2 Building Consistent, Attuned, and Responsive Relationships With Young Children Through Play 73
Image of the Child 75
Constructing an Image of the Child Impacted By Trauma 76
Reflect On Your “Ideal” Image of a Child 78
Shifting From “What Is Wrong With You?” to “What Is Your Behavior Communicating?” 79
Daniel and the Teachers Collaborate to Support Alex 81
Daniel and the Teachers Collaborate to Support Alex’s Family 84
Daniel’s Role in Supporting the Teachers 84
Reflection/Discussion Questions 87
Building Responsive Relationships With Young Children: A Felt Sense of Safety Is the Foundation 88
“I Am Just Going to Sit Nearby” 88
Trauma-Responsive Practices That Teacher Lindsay Was Using to Support Katie to Feel Safe 89
Building Responsive Relationships With Young Children: A Felt Sense of Belonging 90
Grandma Can Give Them a Hug 91
Reflection/Discussion Questions 93
Building Responsive Relationships With Young Children: Close Connections With Families 93
“I Love You, Mom. I Want You Not to Be Sick” 94
Reflection/Discussion Question 95
References 96
3 Arranging the Environment to Reduce Children’s Stress and Support Healing Through Play 98
Reflection/Discussion Questions 102
Create a Safe and Calm Area in the Classroom 102
Reflection/Discussion Question 110
Environment Strategies That Calm the Sensory Response System 111
Creating Boundaries and Reinforcing Safety With the Use of Trays 113
Access and Opportunities to Participate in Different Types of Play 116
Strategies Teacher Jason Used to Help Bob and the Other Children to Feel Safe Outside 129
Strategies the Teacher Used to Guide Bob From Aggressive to Cooperative Play With Other Children 133
References 133
4 Play-Based Instructional Strategies That Support Children to Cope, Build Resilience, and Heal From Toxic Stress and Trauma 135
A Play-Powered Approach 135
“Annalee Doesn’t Listen, So I Looked for Offers to Say Yes” 137
Reflection/Discussion Questions 139
Play-Based Learning Across a Continuum 140
Play-Powered Transitions 142
Reflection/Discussion Questions 143
Embracing Stories (Even Scary Ones) Children Bring Into The Classroom 145
“Jeremy Is Scared of Monsters at Bedtime”: How He Learns to Deconstruct His Monster to Feel Safe Again 145
Reflection/Discussion Questions 151
“Lost and Found: The Baby Is Buried in the Sand” 153
Teacher Maritza Attunes to Carina Through Curiosity and Use of Open-Ended Questions 155
How Play Supported Carina’s Ability to Cope, Build Resilience, and Heal 156
Trauma-Responsive Practices Used to Support Carina 157
Reflection/Discussion Questions 158
Bibliotherapy: Storytelling and Reading Books With the Purpose of Healing 158
Using Puppets in the Early Childhood Classroom to Support Children to Cope With Stress 162
Reflection/Discussion Questions 164
Giving a Child a Voice By Looking at the Meaning Behind Their Behavior 167
Reflection/Discussion Question 170
References 170
5 Case Studies of the Power of Play to Support Children’s Stress Reduction, Resilience, and Healing 172
Applying Ideas Throughout the Book to Your Practice 172
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 173
Background 173
Reducing Vincent’s Stress and Building His Ability to Focus Through Play 174
How Play Supported Vincent’s Ability to Cope, Build Resilience, and Heal 178
Trauma-Responsive Practices Used to Support Vincent 179
Reflection/Discussion Questions 180
CASE STUDY #2: Shifting from “Bad Day / Bad Boy” Towards “We are Working On or Towards…”: Taking Intentional Actions... 180
How Play Supported Jeffrey’s Ability to Cope, Build Resilience, and Heal 184
Trauma-Responsive Practices Used to Support Jeffrey 185
Reflection/Discussion Questions 187
CASE STUDY #3: “Pedro is Part of Our Class”: Small Wins are Huge! 187
Trauma-Responsive Practices Used to Support Pedro 190
Teacher Ryan’s Advice 191
Reflection/Discussion Questions 192
CASE STUDY #4: “I Don’t Want to Leave My Best Friend!” Helping Children in Times of Uncertainty and Stress 192
How Play Supported Enna’s Ability to Cope, Build Resilience, and Heal 196
Trauma-Responsive Practices to Support Enna 197
Reflection/Discussion Questions 197
CASE STUDY #5: Jerome and His Military Helmet: How My Helmet Protects and Makes Me Feel Safe 198
Strategies That Supported Jerome’s Ability to Cope and Build Resilience 201
Trauma-Responsive Practices Used to Support Jerome 202
Reflection/Discussion Questions 203
CASE STUDY #6: Never Give Up On a Child! There is Always a Way to Help Them Feel Safe 203
Months Later and Leonard Is Now in Kindergarten 207
Strategies That Supported Leonard’s Ability to Cope and Build Resilience 208
Trauma-Responsive Practices Used to Support Leonard 209
Reflection/Discussion Questions 209
References 210
Conclusion 211
Reference 212
Resources 213
Books for Adults 213
Parenting 213
Adults Impacted By Trauma 213
Books for Children 214
Promoting Sensory-Emotional Literacy and Body Awareness and Managing Big Emotions 214
Books for Children Who Have Been Through Scary Things 215
Death Or Loss 215
Scared at Night of Monsters 216
Divorce Or Parent Separation 216
Moving Or Saying Goodbye 216
Apps 217
Website 217
A Note On the Cover 218
Isaac’s Mural 218
Stress,and,trauma;,Brain,development;,Optimal,zone,of,arousal;,Resilience;,Childhood,educators;,Global,pandemic;,Responsive,relationship;,Storytelling;,Bibliotherapy;,Resilience
Stress and trauma,Brain development,Optimal zone of arousal,Resilience,Childhood educators,Global pandemic,Responsive relationship,Storytelling,Bibliotherapy,Resilience

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lgli/Supporting_Young_Children_to_Cope_Build_Resilience_and_Heal_from_Trauma_through_Play.sanet.st.pdf

lgrsnf/Supporting_Young_Children_to_Cope_Build_Resilience_and_Heal_from_Trauma_through_Play.sanet.st.pdf

zlib/Psychology/Psychotherapy/Julie Nicholson, Julie Kurtz, Lafeshia Edwards, Jonathan Iris-Wilbanks, Samantha Watson-Alvarado, Maja Jevgjovikj, Valentina Torres/Supporting Young Children to Cope Build Resilience and Heal from Trauma through Play: A Practical Guide for Early Childhood Educators_24578496.pdf

Taylor & Francis Group

Taylor & Francis Ltd

Eye on education, First Edition, New York, 2023

United Kingdom and Ireland, United Kingdom

sources:
9781032352619

producers:
Adobe PDF Library 15.0; modified using iText® 5.1.0 ©2000-2011 1T3XT BVBA

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2023-02-21