ABSTRACT
This study examines Early Childhood Education (ECE) students’ perspectives on approaches to addressing trauma in young children. Using a qualitative exploratory design, data were collected from 128 ECE students at a state university in Jakarta. The students wrote reflective essays on how they would address trauma in young children. Key themes emerged, including the importance of creating a safe and supportive environment, the role of Islamic teachings in emotional recovery, the use of play and creativity for emotional expression, and the integration of both emotional and spiritual support in trauma healing. The findings suggest that a holistic approach—combining emotional care, spiritual support, and creative activities—is essential for effective trauma recovery in young children. This study provides insight into how prospective ECE students may address trauma in their future classrooms. It contributes to the growing body of knowledge on trauma-informed education and offers valuable guidance for ECE programs aiming to better support children affected by trauma.
