Complex trauma and early childhood educators

Abstract

Despite society' s efforts to protect children from harm, many undergo profoundly distressing life experiences that powerfully affect their development and functioning. There is sufficient evidence documenting that psychological trauma in childhood is widespread. The intent of this project was to create a manual to increase educators ' understanding of complex trauma by including information about developmental trauma, the impact on children, and intervention strategies. Moreover, it will foster educators' affective and intellectual awareness and capacity to support children and families impacted by complex trauma in early care and learning environments.

Early childhood educators’ solidarity and struggles for recognition

“…In Australia there are various ECEC services, including long day care centres, sessional kindergartens and integrated kindergartens. Educator salaries vary between the ECEC services, due to each service requiring different levels of academic qualifications and being represented by different unions (Jackson, 2021). The selected sample draw upon in this paper allows for more depth than breadth in discussing the key themes, drawing from information-rich participants representing different ECEC services.…”

“…Much is needed to improve educator workplace wellbeing by doing this we can ‘improve [their] retention, job satisfaction... and improve physical health outcomes', (Jones et al, 2019), p. 336). Research suggests that working conditions in ECEC contexts, around the world, have a significant impact on teachers’ commitment and motivation (Zhang et al, 2019), and can contribute to staff burnout and high turnover rates (Bassok et al, 2016; Jackson, 2021; Lee & Wolf, 2019). Given Australia’s policy focus on attracting and retaining ECEC educators in Australia (ACECQA, 2019), there is a need to understand educator well-being as one way to proactively safeguard our ECEC workforce.…”