This is an article written by one of our teachers on their educational journey. Some writings will be paraphrased or reworded to focus on the topics of Supporting Children & Families Experiencing Early Childhood Trauma instead of the essay question that was asked. Thank you, and we hope you enjoy this wonderful insight and education!
Working with young children is not just teaching ABCs and 123s. There is a further responsibility that educators take, and yes, it’s almost parental! This responsibility includes helping guide their emotional growth and supporting their overall well-being. And when a child has gone through trauma, it can really show up in their behavior. It’s important to recognize those early childhood trauma signs and respond in a way that helps them feel safe, supported, and understood.
Young children who experience trauma are sometimes overlooked, due in part because of “the pervasive myths that they do not perceive or recall highly stressful events or circumstances or that they recover quickly from adversity” (Lieberman et al., 2011). There are many behaviors we, as educators and parents, can take note of. Some of the behaviors I have noticed in a child experiencing trauma include things like sudden mood swings/changes, aggressive outbursts, trouble sleeping during naps, or even pulling away from other children or adults. Sometimes they might act much younger than they are, like using baby talk again or becoming overly clingy. These are all signs that something deeper could be going on.
Early childhood trauma is a difficult topic to discuss, especially if you are the parent of the child. If you notice something concerning, bring it to your team [as an educator] or your trusted support group [as a parent of the child]. Respectfully and confidentially discuss what you are observing and develop a supportive plan. Make a mental or physical checklist of your current positives: consistent routines, gentle guidance, and calm, predictable reactions—all key parts of a trauma-informed approach.
From experience, I know it’s not always easy to have conversations with families [or other family members within your family] about concerns, but open and compassionate communication is a must! Learning from my past, I’d love to set up a private meeting, share some observations, and ask how things are going at home. I’d keep the tone supportive and remind them that we’re all here to help their child thrive.
Sometimes acknowledging the problem can cause more stress to the parent and family. Most individuals know that there is a problem; however, they do not know what to do about it. This is when you connect them with community resources like food banks, parenting classes, or family support centers. Supporting children and families who are dealing with trauma is a shared responsibility that begins with observations.
Actively attend community events so that you will be able to share information with your mom/dad friends. Knowing what’s available in your community allows you and others to help families get the help they need without making it overwhelming. Parenting and the current economy are overwhelming enough, so offering tips or resources about routines, healthy discipline, or how to help kids name and understand their emotions makes a big difference over time.
Our favorite resource for infant and early childhood mental health is: Zero to Three.
Resilience research indicates that during the early childhood years, it is important for children to have good quality care and opportunities for learning, adequate nutrition, and community support for families, to facilitate positive development of cognitive, social, and self-regulation skills. (Masten et al., 2024) Focus on helping kids build those important social-emotional skills. Knowing and identifying feelings, using calm-down strategies, and getting along with peers are vital!
Helping children and families requires consistent, informed, and compassionate support. You researched this to make a difference, not start drama or cause more trauma. We can all help by fostering strong relationships, knowing how to access community resources, and creating trauma-sensitive environments.