Supporting Young Children to Cope, Build Resilience, and Heal From Trauma Through Play : A Practical Guide for Early Childhood Educators

Now more than ever, there is a need for early childhood professionals to comprehensively integrate trauma-sensitive practices into their work with children and families. This essential resource offers instructional strategies teachers can use daily to support their students dealing with trauma in early learning environments. Readers will learn to create opportunities for children to use their natural languageâ••playâ••to reduce their stress, to cope with adversity, to build resilience, and even to heal from trauma. Nicholson and Kurtz provide vignettes, case study examples, textboxes, photographs, and descriptions of adapted therapeutic strategies ready for implementation in the classroom. Practical and comprehensive, this book is ideal for both prospective and veteran early childhood educators seeking to understand trauma-informed practices when working with young children (birthâ••8) in a range of environments. Cover 1 Half Title 2 Series Information 3 Title Page 4 Copyright Page 5 Table of Contents 6 List of Figures and Tables 10 Meet the Authors 12 Introduction 14 Children Are Experiencing Stress and Trauma at Significant Levels 15 How Children Use Play to Cope, Build Resilience, and Heal 16 The Hierarchical Nature of Children’s Brain Development 18 The Hindbrain (Survival Brain) 19 The Limbic Brain (Emotional and Relational Brain; Figure 0.2) 20 Amygdala (Alarm Center) 21 The Pre-Frontal Cortex Or Neo-Cortex (Executive Brain; Figure 0.3) 21 Hindbrain / “Survival”: Alarm Center of the Brain 23 Limbic “Emotional/Relational” Brain: The Emotion Center of the Brain 23 Pre-Frontal Cortex: “Executive” Brain 23 Supporting Children to Be in Their Optimal Zone of Arousal 23 Defining Trauma 26 The Impact of Stress and Trauma On Young Children’s Play 28 Balancing a Focus On Trauma With Coping, Resilience, and Healing 29 The Role of Play in Building Children’s Resilience 32 But What Happens When the Hard Stuff Enters Play? 33 Early Childhood Educators Are Not Therapists 34 Goals and Overview of the Book 35 References 40 1 Learning to Observe and Value the Stories Children Tell Us Through Play 43 Children Tell Us Stories Through Their Play 43 Example 1: Telling a Story Through Play About the Global Pandemic 44 Trauma-Responsive Practices in this Preschool 45 Example 2: Telling a Story Through Play About Divorce 46 How Play Supported Calvin’s Ability to Cope, Build Resilience, and Heal 48 Trauma-Responsive Practices Used to Support Calvin 48 Example 3: Telling a Story Through Play About a Community Fire 49 How Play Supported Mario’s Ability to Cope, Build Resilience, and Heal 56 Trauma-Responsive Practices Used to Support Mario 57 Reflection/Discussion Questions 57 Educators Need Support to Work Effectively With Trauma-Impacted Children 58 Time for Teachers to Process and Reflect 59 “I Just Wanted Someone To Tell Me It Would Be OK” 60 Pause, Slow Down, Reflect, and Connect First 62 Creating a Trauma-Responsive Individualized Support Plan for Luke 66 The Teachers Share How Play Progressed for Them With Luke 68 Reflection/Discussion Questions 70 References 71 2 Building Consistent, Attuned, and Responsive Relationships With Young Children Through Play 73 Image of the Child 75 Constructing an Image of the Child Impacted By Trauma 76 Reflect On Your “Ideal” Image of a Child 78 Shifting From “What Is Wrong With You?” to “What Is Your Behavior Communicating?” 79 Daniel and the Teachers Collaborate to Support Alex 81 Daniel and the Teachers Collaborate to Support Alex’s Family 84 Daniel’s Role in Supporting the Teachers 84 Reflection/Discussion Questions 87 Building Responsive Relationships With Young Children: A Felt Sense of Safety Is the Foundation 88 “I Am Just Going to Sit Nearby” 88 Trauma-Responsive Practices That Teacher Lindsay Was Using to Support Katie to Feel Safe 89 Building Responsive Relationships With Young Children: A Felt Sense of Belonging 90 Grandma Can Give Them a Hug 91 Reflection/Discussion Questions 93 Building Responsive Relationships With Young Children: Close Connections With Families 93 “I Love You, Mom. I Want You Not to Be Sick” 94 Reflection/Discussion Question 95 References 96 3 Arranging the Environment to Reduce Children’s Stress and Support Healing Through Play 98 Reflection/Discussion Questions 102 Create a Safe and Calm Area in the Classroom 102 Reflection/Discussion Question 110 Environment Strategies That Calm the Sensory Response System 111 Creating Boundaries and Reinforcing Safety With the Use of Trays 113 Access and Opportunities to Participate in Different Types of Play 116 Strategies Teacher Jason Used to Help Bob and the Other Children to Feel Safe Outside 129 Strategies the Teacher Used to Guide Bob From Aggressive to Cooperative Play With Other Children 133 References 133 4 Play-Based Instructional Strategies That Support Children to Cope, Build Resilience, and Heal From Toxic Stress and Trauma 135 A Play-Powered Approach 135 “Annalee Doesn’t Listen, So I Looked for Offers to Say Yes” 137 Reflection/Discussion Questions 139 Play-Based Learning Across a Continuum 140 Play-Powered Transitions 142 Reflection/Discussion Questions 143 Embracing Stories (Even Scary Ones) Children Bring Into The Classroom 145 “Jeremy Is Scared of Monsters at Bedtime”: How He Learns to Deconstruct His Monster to Feel Safe Again 145 Reflection/Discussion Questions 151 “Lost and Found: The Baby Is Buried in the Sand” 153 Teacher Maritza Attunes to Carina Through Curiosity and Use of Open-Ended Questions 155 How Play Supported Carina’s Ability to Cope, Build Resilience, and Heal 156 Trauma-Responsive Practices Used to Support Carina 157 Reflection/Discussion Questions 158 Bibliotherapy: Storytelling and Reading Books With the Purpose of Healing 158 Using Puppets in the Early Childhood Classroom to Support Children to Cope With Stress 162 Reflection/Discussion Questions 164 Giving a Child a Voice By Looking at the Meaning Behind Their Behavior 167 Reflection/Discussion Question 170 References 170 5 Case Studies of the Power of Play to Support Children’s Stress Reduction, Resilience, and Healing 172 Applying Ideas Throughout the Book to Your Practice 172 CASE STUDY #1: “Mason is in Heaven”: How Adding a Dollhouse to the Sensory Bin Supported a Little Boy to Move from Grief to Friendship 173 Background 173 Reducing Vincent’s Stress and Building His Ability to Focus Through Play 174 How Play Supported Vincent’s Ability to Cope, Build Resilience, and Heal 178 Trauma-Responsive Practices Used to Support Vincent 179 Reflection/Discussion Questions 180 CASE STUDY #2: Shifting from “Bad Day / Bad Boy” Towards “We are Working On or Towards…”: Taking Intentional Actions... 180 How Play Supported Jeffrey’s Ability to Cope, Build Resilience, and Heal 184 Trauma-Responsive Practices Used to Support Jeffrey 185 Reflection/Discussion Questions 187 CASE STUDY #3: “Pedro is Part of Our Class”: Small Wins are Huge! 187 Trauma-Responsive Practices Used to Support Pedro 190 Teacher Ryan’s Advice 191 Reflection/Discussion Questions 192 CASE STUDY #4: “I Don’t Want to Leave My Best Friend!” Helping Children in Times of Uncertainty and Stress 192 How Play Supported Enna’s Ability to Cope, Build Resilience, and Heal 196 Trauma-Responsive Practices to Support Enna 197 Reflection/Discussion Questions 197 CASE STUDY #5: Jerome and His Military Helmet: How My Helmet Protects and Makes Me Feel Safe 198 Strategies That Supported Jerome’s Ability to Cope and Build Resilience 201 Trauma-Responsive Practices Used to Support Jerome 202 Reflection/Discussion Questions 203 CASE STUDY #6: Never Give Up On a Child! There is Always a Way to Help Them Feel Safe 203 Months Later and Leonard Is Now in Kindergarten 207 Strategies That Supported Leonard’s Ability to Cope and Build Resilience 208 Trauma-Responsive Practices Used to Support Leonard 209 Reflection/Discussion Questions 209 References 210 Conclusion 211 Reference 212 Resources 213 Books for Adults 213 Parenting 213 Adults Impacted By Trauma 213 Books for Children 214 Promoting Sensory-Emotional Literacy and Body Awareness and Managing Big Emotions 214 Books for Children Who Have Been Through Scary Things 215 Death Or Loss 215 Scared at Night of Monsters 216 Divorce Or Parent Separation 216 Moving Or Saying Goodbye 216 Apps 217 Website 217 A Note On the Cover 218 Isaac’s Mural 218 Stress,and,trauma;,Brain,development;,Optimal,zone,of,arousal;,Resilience;,Childhood,educators;,Global,pandemic;,Responsive,relationship;,Storytelling;,Bibliotherapy;,Resilience Stress and trauma,Brain development,Optimal zone of arousal,Resilience,Childhood educators,Global pandemic,Responsive relationship,Storytelling,Bibliotherapy,Resilience