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ERIC Number: EJ1460503
Record Type: Journal
Publication Date: 2025
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1082-3301
EISSN: EISSN-1573-1707
Available Date: 2023-11-11
Trauma-Informed Care in Early Childhood Education Settings: A Scoping Literature Review
Mia Chudzik1; Catherine Corr1; Rosa Milagros Santos1
Early Childhood Education Journal, v53 n2 p477-488 2025
Children ages birth to five experience trauma at high rates. Additionally, children with disabilities are more likely to experience trauma than children without disabilities, highlighting the need for early childhood education (ECE) settings and professionals to be prepared to support children with disabilities who have experienced trauma. In this scoping literature review, we sought to explore the current knowledge base on trauma-informed care in ECE settings to identify what is known and potential gaps in the literature. We found 20 articles that discuss trauma-informed care in ECE settings and summarize the key findings from the literature, including that few studies have focused on children with disabilities. We describe several implications for research related to trauma-informed care.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link-springer-com.bibliotheek.ehb.be/
Publication Type: Journal Articles; Information Analyses
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: 1University of Illinois Urbana-Champaign, Department of Special Education, Champaign, USA