Trauma-Informed Practices in Early Care
CAAEYC 2023 April

This presentation discussed current information about neuroscience and brain architecture during the early years of development as well connecting what we know already about Adverse Childhood Experiences (ACEs) and the impact it has cognitively, socially, and emotionally during the early years.

Discussion about epigenetics, and how responsive relationships can actually halt, alter, and or reshape the way our genes are read, may support our teaching practices. Understanding these topics will inform early childhood educators developmentally appropriate practices while becoming intentional about how they engage with young children and ways to encourage children to meaningfully engage with their peers.

Through practical guidance, early childhood educators can get to the “root” of children’s stress and trauma, buffering adversities and optimizing learning experiences. The ability to make these intentional connections with young children begins with intentional connections within ourselves, empowering educators to understand their own experiences during early childhood and how these experiences may impact the way they engage with their students. Practicing self -awareness and wellness can lead to changes throughout a lifetime. This is full of hope, empowerment, and encouragement.