Dec 09, 2023
ECED 405 - Trauma Exposed and Vulnerable Families/Child Credits: 5
An examination of the concept of trauma-informed care: an understanding of how trauma changes the brain and affects relationships, self-regulation, sensory processing, learning, and behavior. Students will learn to recognize the behavioral signs of trauma, and how to respond in ways that maintain respect and bring healing for young children and families.
Enrollment Requirement: Admission into BAS in Early Childhood Education or instructor consent.
Students who successfully complete this class will be able to:
- Identify relationship-based principles and strategies that support young children and families.
- Recognize signs of emotional distress, child abuse, domestic violence and neglect in young children and know responsibility and procedures for reporting suspected abuse or neglect to appropriate authorities.
- Identify and describe children’s physical, psychological and behavioral reactions to stress.
- Identify the range of traumatic experiences and how they may affect the psychosocial and neuro-biological development of children.
- Describe how trauma may affect a child’s ability learn and function in school.
- Explain the role that child, family and community ecology play in mitigating the effects of traumatic experiences.
- Identify strategies for helping children cope effectively with stress.
- Describe the major theories of trauma-focused clinical intervention.
- Examine the role of culture and ethnicity as it defines traumatic experience and shapes a child and family’s response to trauma.
- Describe the principles of trauma-informed systems of care for children.
- Apply relationship-based principles and strategies that support young children and families.
- Assess and analyze children’s development, skills, and behavior based on culturally and developmentally appropriate practices.
- Design and create inclusive environments that promote social/emotional learning and are responsive to the needs of all children and families including those considered vulnerable.
- Select and apply appropriate intervention strategies for classroom management while promoting a positive emotional climate that is reflective of and responsive to the culture being served.
- Screen, assess, and identify children with mental health challenges.
- Demonstrate leadership abilities and collaborative skills necessary to resolve interpersonal and organizational challenges that may occur in an early childhood setting.
- Establish and maintain connections with appropriate support services and community resources.
- Demonstrate the ability to engage in reflective observation, consultation, and practice, and possess the ability to integrate it into the early learning setting.
- Advocate for families and young children through service, education, and leadership.
- Critical Thinking - Critical thinking finds expression in all disciplines and everyday life. It is characterized by an ability to reflect upon thinking patterns, including the role of emotions on thoughts, and to rigorously assess the quality of thought through its work products. Critical thinkers routinely evaluate thinking processes and alter them, as necessary, to facilitate an improvement in their thinking and potentially foster certain dispositions or intellectual traits over time.
- Responsibility - Responsibility encompasses those behaviors and dispositions necessary for students to be effective members of a community. This outcome is designed to help students recognize the value of a commitment to those responsibilities which will enable them to work successfully individually and with others.
- Written Communication - Written Communication encompasses all the abilities necessary for effective expression of thoughts, feelings, and ideas in written form.
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