The Provision of Trauma Awareness Training in the Early Childhood Education & Care Profession: A Systematic Review
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| Title: | The Provision of Trauma Awareness Training in the Early Childhood Education & Care Profession: A Systematic Review |
|---|---|
| Language: | English |
| Authors: | Catherine Sheehan (ORCID |
| Source: | Early Childhood Education Journal. 2025 53(2):373-391. |
| Availability: | 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/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Early Childhood Education |
| Descriptors: | Trauma, Trauma Informed Approach, Training, Early Childhood Education, Early Childhood Teachers, Meta Analysis, Educational Research, Global Approach, Standardized Tests, Program Evaluation, Intervention |
| DOI: | 10.1007/s10643-023-01565-w |
| ISSN: | 1082-3301 1573-1707 |
| Abstract: | Advances in the field of Early Childhood Education & Care (ECEC) are catalysing an important paradigm shift in the understanding of childhood trauma throughout the life course. While there is little dispute regarding the unique role of ECEC practitioners in providing critical support to children who experience trauma, international provisions of trauma-related education for this cohort require further interrogation. A systematic literature review was performed to examine the delivery of trauma awareness training in the ECEC profession. Relatedly, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines were implemented to facilitate the review process, which yielded a total of 10 papers across five electronic databases to be appraised. Findings consolidated that, presently, there appears to be (i) a paucity of international research pertaining to trauma awareness training in ECEC, (ii) a lack of a standardised measurement tools to evaluate trauma-focused interventions in an ECEC context, and (iii) an absence of practitioner well-being components in current training interventions. Due to the practical and theoretical importance of ECEC practitioners receiving trauma awareness training, this review serves to highlight the urgent need for increased, and context-specific, training provisions for ECEC practitioners worldwide. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1460497 |
| Database: | ERIC |
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| Abstract: | Advances in the field of Early Childhood Education & Care (ECEC) are catalysing an important paradigm shift in the understanding of childhood trauma throughout the life course. While there is little dispute regarding the unique role of ECEC practitioners in providing critical support to children who experience trauma, international provisions of trauma-related education for this cohort require further interrogation. A systematic literature review was performed to examine the delivery of trauma awareness training in the ECEC profession. Relatedly, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines were implemented to facilitate the review process, which yielded a total of 10 papers across five electronic databases to be appraised. Findings consolidated that, presently, there appears to be (i) a paucity of international research pertaining to trauma awareness training in ECEC, (ii) a lack of a standardised measurement tools to evaluate trauma-focused interventions in an ECEC context, and (iii) an absence of practitioner well-being components in current training interventions. Due to the practical and theoretical importance of ECEC practitioners receiving trauma awareness training, this review serves to highlight the urgent need for increased, and context-specific, training provisions for ECEC practitioners worldwide. |
|---|---|
| ISSN: | 1082-3301 1573-1707 |
| DOI: | 10.1007/s10643-023-01565-w |
