Turning the Tide for Traumatized Children

August 25, 2020

Read our white paper: Asking the Question that Counts: Educators and Early Childhood Trauma

Infrographic transcription:

Turning the Tide for Traumatized Children

Almost half of U.S. children — about 35 million — have suffered one or more types of adverse childhood experiences (ACEs), and our youngest children are at especially high risk.

Over 1 in 4 of all confirmed cases of child abuse and neglect involve children under age three, and victimization is most common for children under a year.

Common types of ACEs experienced by young children

  • Accidental injuries: drowning, falls, choking and poisoning
  • Natural disasters
  • Violence/Dramatic loss
  • Discrimination/Forced displacement

ACEs make a devastating impact because developing brains are highly susceptible to toxic stress.

The more ACEs a child suffers the more devastating the impact:

  • 12x More likely to attempt suicide
  • 7x More likely to become an alcoholic
  • 5x More likely to be poor
  • 3x More likely to become pregnant as a teen
  • 3x More likely to be expelled from school
  • 2x More likely to be at risk of heart disease and cancer

Examples of challenging behaviors that result from toxic stress:

  • Suffer anxiety in unfamiliar situations
  • Difficult to soothe
  • Aggressive or impulsive
  • Prone to bedwetting
  • Become withdrawn
  • Tend to lose recently acquired skills

For a traumatized child to bounce back, they need at least one adult who gives them affection, a sense of belonging and support.

Children who attend quality early learning programs are 75% less likely to…

  • Drop out of high school
  • Be arrested for violent crimes
  • Become teen parents
  • Be unemployed compared to their peers who did not attend preschool

In a quality early learning program, children…

  • Feel safe and secure
  • Build strong bonds with the early educator
  • Receive positive attention and guidance

Consider these tips when working with traumatized children:

  • Establish a Daily Routine: A daily routine provides predictability, that can be calming.
  • Lead with Empathy: Put yourself in a child’s shoes and try not to judge the trauma.
  • Concentrate on Support: You don’t need to know exactly what caused the trauma to be able to help.
  • Provide Encouragement: Help children feel they’re good at something and can influence the world.
  • Help Build Self-Regulation: Schedule regular brain breaks to help children stay focused.
  • See What You Can Do To Help: Ask children directly what you can do to help them make it through the day.

Early educators who create caring environments can make a concrete difference in the lives of the young children they serve.

See our white paper, Asking the Question that Counts: Educators and Early Childhood Trauma, for more information on early childhood trauma and ways you can help.

Council for Professional Recognition. Washington, D.C, November 2019. www.cdacouncil.org

Share:

Recently Posted:

Blog - Text Search
Blog - Category Search
Blog - Search by Tags
Blog - Publish Date

5 Steps to Obtain a CDA Credential

Are you considering applying for a Child Development Associate® (CDA) Credential™? The CDA® credential has many valuable benefits for all early childhood professionals, including helping early educators meet current state and national professional requirements and serving...

Everyday ECE Advocacy

Consider for a moment these everyday activities; inviting parents to volunteer in your classroom, recommending breastfeeding resources, or talking about child development milestones with friends and family. While perhaps unconventional, these activities are everyday advocacy!...

The First 1,000 Days

Across the globe, in places like Uganda and Dublin, mothers are being made aware that the 1,000 day period from the beginning of pregnancy to a child’s second birthday will, as midwife Susan Ejang says....

The Voice of the Practitioner

By Dr. Robert Gundling, Deputy Operating Officer,  Sunshine Early Learning Center  Imagine a world where the voice of early care and education leaders, advocates, administrators and teachers, mainly in community-based programs is represented in articles...