ABSTRACT
Building attuned and responsive relationships with young children who have experienced trauma is the most important and life-altering strategy for early childhood teachers to focus on in their practice. Working with children with histories of trauma is very emotionally demanding. Using self-reflection, self-awareness, and inquiry, teachers learn to manage the emotional intensity and complexity of working with children who have experienced trauma. Culturally responsive teaching in early childhood acknowledges that cultural beliefs and goals for children's learning and development vary significantly across different racial, ethnic, cultural, and community contexts. For children who become easily dysregulated, having a predictable schedule and limiting changes in the schedule as much as possible, can help create a sense of safety and reduce triggers in their environment. A visual schedule can be helpful to children that do not respond to verbal prompts or instructions. Sensory play is calming for many children, especially if they are experiencing traumatic stress.
