Adverse Childhood Experiences: Early Childhood Educators' Awareness and Support
DOI:
https://doi.org/10.15273/hpj.v2i1.11078Abstract
Introduction: Adverse childhood experiences (ACEs) refer to prolonged childhood exposure to potentially traumatic events that have lifelong impacts on health and well-being. Early childhood educators (ECEs) can provide supportive environments for children who have experienced, or are currently experiencing, ACEs. This study explored the awareness of ECEs related to ACEs and the assistance they need to create supportive environments for children. Objectives: Provide a Canadian context to ACEs and the early childhood education environment, explore awareness of ECEs related to ACEs, and explore the assistance ECEs need to create supportive environments for all children. Methods: The three research questions for this study were the following: How aware are ECEs of ACEs? How are ECEs supporting children who have experienced, or are currently experiencing, ACEs? Lastly, how are ECEs supported in supporting children who have experienced, or are currently experiencing, ACEs? Qualitative description, derived from thematic analysis, was used to illustrate the narratives of participants‘ experiences. Semi-structured interviews were conducted with ECEs (n=9) in Nova Scotia, Canada. Thematic analysis resulted in themes that relate to ECE awareness and support. Results: ACE awareness was described as being developed through parent-to-educator communication, observation of child behaviours, and community location. Barriers to awareness included varying comfort levels of parents and stigma around sharing unfavourable experiences that happen in the home. Participants suggested that creating supportive relationships and environments was important for children experiencing ACEs. Additional strategies included professional development opportunities and collaboration with other professionals. Conclusion/Discussion: This research identifies areas of support needed to assist ECEs in creating supportive environments for children.
References
Afifi, T. O., MacMillan, H. L., Boyle, M., Taillieu, T., Cheung, K., & Sareen, J. (2014). Child abuse and mental disorders in Canada. CMAJ: Canadian Medical Association Journal, 186(9), E324–E332. https://doi.org/10.1503/cmaj.131792
Alat, K. (2002). Traumatic events and children: How early childhood educators can help. Childhood Education, 79(1), 2–8. https://doi.org/10.1080/00094056.2002.10522756
Archambault, J., Côté, D., & Raynault, M.-F. (2020). Early childhood education and care access for children from disadvantaged backgrounds: Using a framework to guide intervention. Early Childhood Education Journal, 48(3), 345–352. https://doi.org/10.1007/s10643-019-01002-x
Bakken, L., Brown, N., & Downing, B. (2017). Early childhood education: The long-term benefits. Journal of Research in Childhood Education, 31(2), 255–269. https://doi.org/10.1080/02568543.2016.1273285
Bell, H., Limberg, D., & Robinson, E. M., III. (2013). Recognizing trauma in the classroom: A practical guide for educators. Childhood Education, 89(3), 139–145. https://doi.org/10.1080/00094056.2013.792629
Berson, I. R., & Baggerly, J. (2009). Building resilience to trauma: Creating a safe and supportive early childhood classroom. Childhood Education, 85(6), 375–379. https://doi.org/10.1080/00094056.2009.10521404
Bigras, N., Bouchard, C., Cantin, G., Brunson, L., Coutu, S., Lemay, L., Tremblay, M., Japel, C., & Charron, A. (2010). A comparative study of structural and process quality in center-based and family-based child care services. Child & Youth Care Forum, 39(3), 129–150. https://doi.org/10.1007/s10566-009-9088-4
Bilias-Lolis, E., Gelber, N. W., Rispoli, K. M., Bray, M. A., & Maykel, C. (2017). On promoting understanding and equity through compassionate educational practice: Toward a new inclusion. Psychology in the Schools, 54(10), 1229–1237. https://doi.org/10.1002/pits.22077
Blodgett, C., & Lanigan, J. D. (2018). The association between adverse childhood experience (ACE) and school success in elementary school children. School Psychology Quarterly, 33(1), 137–146. https://doi.org/10.1037/spq0000256
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Bretherton, I. (1995). The origins of attachment theory: John Bowlby and Mary Ainsworth. In S. Goldberg, R. Muir, & J. Kerr (Eds.), Attachment theory: Social, developmental, and clinical perspectives. (pp. 45–84). Analytic Press.
Bronfenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 32(7), 513–531. https://doi.org/10.1037/0003-066X.32.7.513
Bronfenbrenner, U. (1991). What do families do? Institute for American Values, Winter/Spring, p. 2.
Bronfenbrenner, U. (1994). Ecological models of human development. In T. Husén & T. N. Postlethwaite (Eds.), International encyclopedia of education (2nd ed., Vol. 3). Elsevier.
Broomhead, K. (2013). Blame, guilt and the need for ‘labels‘; insights from parents of children with special educational needs and educational practitioners. British Journal of Special Education, 40(1), 14–21. https://doi.org/10.1111/1467- 8578.12012
Bryman, A. (2012). Social research methods (4th ed.). Oxford University Press.
Campbell-Barr, V. (2017). Quality early childhood education and care – The role of attitudes and dispositions in professional development. Early Child Development and Care, 187(1), 45–58. https://doi.org/10.1080/03004430.2016.1150273
Cheatham, G. A., & Ro, Y. E. (2011). Communication between early educators and parents who speak English as a second language: A semantic and pragmatic perspective. Early Childhood Education Journal, 39(4), 249–256. https://doi.org/10.1007/s10643-011-0467-8
Chung, M. C., & Harding, C. (2009). Investigating burnout and psychological well-being of staff working with people with intellectual disabilities and challenging behaviour: The role of personality. Journal of Applied Research in Intellectual Disabilities, 22(6), 549–560. https://doi.org/10.1111/j.1468-3148.2009.00507.x
Cooper, R. J. (2000). The impact of child abuse on children‘s play: A conceptual model. Occupational Therapy International, 7(4), 259–276. https://doi.org/10.1002/oti.127
Cummings, K. P., Addante, S., Swindell, J., & Meadan, H. (2017). Creating supportive environments for children who have had exposure to traumatic events. Journal of Child & Family Studies, 26(10), 2728–2741. https://doi.org/10.1007/s10826-017-0774-9
Danielson, R., & Saxena, D. (2019). Connecting adverse childhood experiences and community health to promote health equity. Social and Personality Psychology Compass, 13(7), Article e12486. https://doi.org/10.1111/spc3.12486
Dorado, J. S., Martinez, M., McArthur, L. E., & Leibovitz, T. (2016). Healthy Environments and Response to Trauma in Schools (HEARTS): A whole-school, multi-level, prevention and intervention program for creating trauma-informed, safe and supportive schools. School Mental Health, 8(1), 163–176. https://doi.org/10.1007/s12310-016-9177-0
Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., Koss, M. P., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood Experiences (ACE) Study. American Journal of Preventive Medicine, 14(4), 245–258. https://doi.org/10.1016/S0749-3797(98)00017-8
Fredland, N., McFarlane, J., Symes, L., & Maddoux, J. (2018). Exploring the association of maternal adverse childhood experiences with maternal health and child behavior following intimate partner violence. Journal of Women‘s Health, 27(1), 64–71. https://doi.org/10.1089/jwh.2016.5969
Fredrickson, R. (2019). Trauma-informed care for infant and early childhood abuse. Journal of Aggression, Maltreatment & Trauma, 28(4), 389–406. https://doi.org/10.1080/10926771.2019.1601143
Fuller-Thomson, E., Roane, J. L., & Brennenstuhl, S. (2016). Three types of adverse childhood experiences, and alcohol and drug dependence among adults: An investigation using population-based data. Substance Use & Misuse, 51(11), 1451–1461. https://doi.org/10.1080/10826084.20 16.1181089
Gomez, R. E. (2016). Sustaining the benefits of early childhood education experiences: A research overview. Voices in Urban Education, 43, 5–14. https://www.annenberginstitute.org/sites/default/files/VUE43_0.pdf
Government of Nova Scotia. (2016, June). Affordable, quality child care: A great place to grow! https://www.ednet.ns.ca/docs/affordablechildcare.pdf
Gwernan”Jones, R., Moore, D. A., Garside, R., Richardson, M., Thompson”Coon, J., Rogers, M., Cooper, P., Stein, K., & Ford, T. (2015). ADHD, parent perspectives and parent–teacher relationships: Grounds for conflict. British Journal of Special Education, 42(3), 279–300. https://doi.org/10.1111/1467-8578.12087
Hall, P., & Weaver, L. (2001). Interdisciplinary education and teamwork: A long and winding road. Medical Education, 35(9), 867–875. https://doi.org/10.1046/j.1365-2923.2001.00919.x
Harwood, D., Klopper, A., Osanyin, A., & Vanderlee, M.-L. (2013). ‘It‘s more than care‘: Early childhood educators‘ concepts of professionalism. Early Years: An International Research Journal, 33(1), 4–17. https://doi.org/10.1080/09575146.2012.667394
Hughes, K., Bellis, M. A., Hardcastle, K. A., Sethi, D., Butchart, A., Mikton, C., Jones, L., & Dunne, M. P. (2017). The effect of multiple adverse childhood experiences on health: A systematic review and meta-analysis. The Lancet Public Health, 2(8), e356–e366. https://doi.org/10.1016/S2468-2667(17)30118-4
Hughes, M., & Tucker, W. (2018). Poverty as an adverse childhood experience. North Carolina Medical Journal, 79(2), 124–126. https://doi.org/10.18043/ncm.79.2.124
Hydon, S., Wong, M., Langley, A. K., Stein, B. D., & Kataoka, S. H. (2015). Preventing secondary traumatic stress in educators. Child and Adolescent Psychiatric Clinics of North America, 24(2), 319–333. https://doi.org/10.1016/j.chc.2014.11.003
Irwin, L. G., Siddiqi, A., & Hertzman, C. (2007, March). Early child development: A powerful equalizer. Human Early Learning Partnership. https://apps.who.int/iris/rest/bitstreams/65888/retrieve
Jacobson, M. R. (2021). An exploratory analysis of the necessity and utility of trauma-informed practices in education. Preventing School Failure: Alternative Education for Children and Youth, 65(2), 124–134. https://doi.org/10.1080/1045988X.2020.1848776
Kaufman-Parks, A. M., DeMaris, A., Giordano, P. C., Manning, W. D., & Longmore, M. A. (2017). Parents and partners: Moderating and mediating influences on intimate partner violence across adolescence and young adulthood. Journal of Social and Personal Relationships, 34(8), 1295–1323. https://doi.org/10.1177/0265407516676639
Lee, J. E. C., Phinney, B., Watkins, K., & Zamorski, M. A. (2016). Psychosocial pathways linking adverse childhood experiences to mental health in recently deployed Canadian military service members. Journal of Traumatic Stress, 29(2), 124–131. https://doi.org/10.1002/jts.22085
Lew, D., & Xian, H. (2019). Identifying distinct latent classes of adverse childhood experiences among US children and their relationship with childhood internalizing disorders. Child Psychiatry & Human Development, 50(4), 668–680. https://doi.org/10.1007/s10578-019-00871-y
Little, S., & Maunder, R. E. (2021). Why we should train teachers on the impact of childhood trauma on classroom behaviour. Educational & Child Psychology, 38(1), 54–61.
Marryat, L., & Frank, J. (2019). Factors associated with adverse childhood experiences in Scottish children: A prospective cohort study. BMJ Paediatrics Open, 3(1), Article e000340. https://doi.org/10.1136/bmjpo-2018-000340
Merrick, M. T., Ports, K. A., Guinn, A. S., & Ford, D. C. (2020). Safe, stable, nurturing environments for children. In G. J. G. Asmundson & T. O. Afifi (Eds.), Adverse childhood experiences (pp. 329–347). Academic Press. https://doi.org/10.1016/B978-0-12-816065-7.00016-1
Mortensen, J. A., & Barnett, M. A. (2016). The role of child care in supporting the emotion regulatory needs of maltreated infants and toddlers. Children & Youth Services Review, 64, 73–81. https://doi.org/10.1016/j.childyouth.2016.03.004
Murray, J. (2018). In praise of early childhood educators. International Journal of Early Years Education, 26(1), 1–3. https://doi.org/10.1080/09669760.2018.1423669
Nayar, U. S., Stangl, A. L., De Zalduondo, B., & Brady, L. M. (2014). Reducing stigma and discrimination to improve child health and survival in low- and middle-income countries: Promising approaches and implications for future research. Journal of Health Communication, 19(sup1), 142–163. https://doi.org/10.1080/10810730.2014.930213
Noble, K. G., McCandliss, B. D., & Farah, M. J. (2007). Socioeconomic gradients predict individual differences in neurocognitive abilities. Developmental Science, 10(4), 464–480. https://doi.org/10.1111/j.1467-7687.2007.00600.x
Poole, J. C., Dobson, K. S., & Pusch, D. (2018). Do adverse childhood experiences predict adult interpersonal difficulties? The role of emotion dysregulation. Child Abuse & Neglect, 80, 123–133. https://doi.org/10.1016/j.chiabu.2018.03.006
Reyes, J. A., Elias, M. J., Parker, S. J., & Rosenblatt, J. L. (2013). Promoting educational equity in disadvantaged youth: The role of resilience and social-emotional learning. In S. Goldstein & R. B. Brooks (Eds.), Handbook of resilience in children (pp. 349–370). Springer. https://doi.org/10.1007/978-1-4614-3661-4_20
Sandberg, G. (2017). Different children‘s perspectives on their learning environment. European Journal of Special Needs Education, 32(2), 191–203. https://doi.org/10.1080/08856257.2016.1216633
Sareen, J., Henriksen, C. A., Bolton, S.-L., Afifi, T. O., Stein, M. B., & Asmundson, G. J. G. (2013). Adverse childhood experiences in relation to mood and anxiety disorders in a population-based sample of active military personnel. Psychological Medicine, 43(1), 73–84. https://doi.org/10.1017/S003329171200102X
Scheeringa, M. S. (2011). PTSD in children younger than the age of 13: Toward developmentally sensitive assessment and management. Journal of Child & Adolescent Trauma, 4(3), 181–197. https://doi.org/10.1080/19361521.2011.597079
Sciaraffa, M. A., Zeanah, P. D., & Zeanah, C. H. (2018). Understanding and promoting resilience in the context of adverse childhood experiences. Early Childhood Education Journal, 46(3), 343–353. https://doi.org/10.1007/s10643-017-0869-3
Scopelliti, M., & Musatti, T. (2013). Parents‘ view of child care quality: Values, evaluations, and satisfaction. Journal of Child and Family Studies, 22(8), 1025–1038. https://doi.org/10.1007/s10826-012-9664-3
Sege, R. D., & Harper Browne, C. (2017). Responding to ACEs with HOPE: Health Outcomes From Positive Experiences. Academic Pediatrics, 17(7, Supplement), S79–S85. https://doi.org/10.1016/j.acap.2017.03.007
Sollars, V. (2020). Reflecting on ‘quality‘ in early childhood education: Practitioners‘ perspectives and voices. Early Years: An International Research Journal. Advance online publication. https://doi-org /10.1080/09575146.2020.1849034
Srivastav, A., Strompolis, M., Moseley, A., & Daniels, K. (2020). The empower action model: A framework for preventing adverse childhood experiences by promoting health, equity, and well-being across the life span. Health Promotion Practice, 21(4), 525–534. https://doi.org/10.1177/1524839919889355
Stormont, M., & Young-Walker, L. (2017). Supporting professional development needs for early childhood teachers: An exploratory analysis of teacher perceptions of stress and challenging behavior. International Journal on Disability and Human Development, 16(1), 99–104. https://doi.org/10.1515/ijdhd-2016-0037
Tadesse, S. (2014). Parent involvement: Perceived encouragement and barriers to African refugee parent and teacher relationships. Childhood Education, 90(4), 298–305. https://doi.org/10.1080/00094056.20 14.937275
Thomson, P., & Jaque, S. V. (2017). Adverse childhood experiences (ACE) and Adult Attachment Interview (AAI) in a non-clinical population. Child Abuse & Neglect, 70, 255–263. https://doi.org/10.1016/j.chiabu.2017.06.001
Wahyuni, D. (2012). The research design maze: Understanding paradigms, cases, methods and methodologies. Journal of Applied Management Accounting Research, 10(1), 69–80. https://cmaaustralia.edu.au/wp-content/uploads/2021/10/JAMARv10.1-Research_Note-on-Research-Methods.pdf
Wertsch, J. V. (2005). Essay review. British Journal of Developmental Psychology, 23(1), 143–151. https://doi.org/10.1348/026151004X21134
Willis, D. G., Sullivan-Bolyai, S., Knafl, K., & Cohen, M. Z. (2016). Distinguishing features and similarities between descriptive phenomenological and qualitative description research. Western Journal of Nursing Research, 38(9), 1185–1204. https://doi.org/10.1177/0193945916645499
Wilson, S., & McGuire, K. (2021). ‘They‘d already made their minds up‘: Understanding the impact of stigma on parental engagement. British Journal of Sociology of Education, 42(5–6), 775–791. https://doi.org/10.1080/01425692.2021.1908115
Zarnello, L. (2018). The ACE effect: A case study of adverse childhood experiences. Nursing, 48(4), 50–54. https://doi.org/10.1097/01.NURSE.0000530408.46074.64
