Supporting Young Children Exposed to Potentially Traumatic Events
Implications for Early Care and Education Policy
Bibliographic Data
| ID | 22124702 |
|---|---|
| Authors | Caroline P Martin (0000-0001-6774-4408, University of Vermont, corresponding author), Jaclyn Russo (0000-0001-6237-1956, Lurie Children's Hospital), Hayley Goldenthal (Northwestern University), Carmen Holley (Lurie Children's Hospital), Karen R Gouze (0000-0002-2984-742X, Northwestern University), Amanda Williford (0000-0002-8626-3906, University of Virginia) |
| Year | 2021 |
| Volume | 8 |
| Issue | 2 |
| Pages | 119-126 |
| Publication date | 2021-10-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Policy Insights from the Behavioral and Brain Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2372-7322 • E-ISSN: 2372-7330 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/23727322211033880 |
| OpenAlex | W3200653692 |
| Language | EN |
| Citations received | 7 |
| References cited | 34 |
Every year in the United States, millions of young children under the age of 5 are exposed to potentially traumatic events that threaten their safety, security, and well-being. Decades of scientific research clearly demonstrate the pervasive negative consequences of trauma exposure on young children’s neurocognitive, psychosocial, and physical development, with adverse effects extending into adulthood. In addition, early childhood trauma is now widely recognized as a significant public health concern warranting comprehensive intervention. Federal, state, and private early care and education (ECE) programs serve a large number of the 0 to 5 population and can mitigate the harmful consequences of trauma exposure for children’s health and well-being. The literature on early childhood trauma should guide the creation of policies that strengthen ECE, enabling the delivery of high-quality, equitable, trauma-informed care to young children prior to formal school entry
Cognition · Developmental psychology · Early childhood · Environmental health · Neurocognitive · Population · Psychiatry · Psychosocial · Child Abuse and Trauma · Child and Adolescent Health · Medicine · Migration, Health and Trauma · Psychology
Potentially Traumatic Events, Socioemotional and Adaptive Functioning
The Impacts of Stress and Support on Early Childhood Educators’ Emotion-Focused Teaching Practices
From burden to adaptation
Parents’ adverse childhood experiences matter too
Experiences of child care providers serving subsidy-receiving children involved in the child protective services system
Meeting the Relational and Developmental Needs of Young Children Exposed to Potentially Traumatic Events Through Trauma-Informed Care
Exploring job burnout among family child care providers who participate in the child care subsidy system
The effect of parent–child attachment relationships on child biopsychosocial outcomes
The Long-Run Impacts of Same-Race Teachers
Teachers' perceptions of their relationships with students
Measuring Early Care and Education Quality
Adverse Childhood Experiences and Mental Health, Chronic Medical Conditions, and Development in Young Children
Teachers’ Social–Emotional Capacity
Children's Engagement Within the Preschool Classroom and Their Development of Self-Regulation
Adverse Experiences in Early Childhood and Kindergarten Outcomes
Childhood Poverty, Chronic Stress, Self-Regulation, and Coping
A gradient of childhood self-control predicts health, wealth, and public safety
Relations between preschool attention span-persistence and age 25 educational outcomes
Beginning to “Unpack” Early Childhood Mental Health Consultation
The role of early care and education in addressing early childhood trauma
Patching the Pathway and Widening the Pipeline
Impacts of Early Childhood Education on Medium- and Long-Term Educational Outcomes
Effects of Dual-Language Immersion Programs on Student Achievement
| Unique citing works | 7 |
|---|---|
| Citations per year | 2,33 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 7 |