A Framework for Trauma-Sensitive Schools: Infusing Trauma-Informed Practices into Early Childhood Education Systems

Autor/inn/en	McConnico, Neena; Boynton-Jarrett, Renée; Bailey, Courtney; Nandi, Meghna
Titel	A Framework for Trauma-Sensitive Schools: Infusing Trauma-Informed Practices into Early Childhood Education Systems
Quelle	In: ZERO TO THREE, 36 (2016) 5, S.36-44 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0736-8038
Schlagwörter	Trauma; Young Children; Early Childhood Education; Social Development; Emotional Development; Learning Activities; Child Development; Intervention; School Role; Educational Methods; Resilience (Psychology); Attachment Behavior; Reflection; Faculty Development; Elementary School Teachers; Educational Resources; Program Evaluation; Questionnaires; Pretests Posttests; Program Effectiveness; Classroom Observation Techniques; Massachusetts (Boston) + Suchen Sie Ihr Suchwort? Frühe Kindheit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Soziale Entwicklung; Gefühlsbildung; Lernaktivität; Kindesentwicklung; Educational method; Erziehungsmethode; Attachment; Bindungsverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungsmittel; Programme evaluation; Programmevaluation; Fragebogen
Abstract	Traumatic experiences are common in early childhood and may have enduring consequences on health and development. Cost-effective and developmentally appropriate interventions are needed to support the educational success of children affected by trauma. The Supportive Trauma Interventions for Educators (STRIVE) Project emphasized strategies for teachers to support social-emotional learning through the use of classroom-specific strategies and activities and a toolbox of resources to help students regulate their emotions while remaining in the classroom. This cost-effective and scalable intervention may provide needed supports to children and educators and therefore may be suitable for replication. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01