JLee_AnnotatedBibliography_02262023
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School
Rasmussen College, Florida *
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Course
G124ENC110
Subject
English
Date
Dec 6, 2023
Type
docx
Pages
4
Uploaded by CaptainBook10952
1
Annotated Bibliography
Rasmussen University
G124/ENC1101: English Composition
Antonio Gonzales
February 26, 2023
2
Annotated Bibliography
Bartlett, J. D. (2021). Trauma-informed practices in early childhood education.
Zero Three
,
41
(3), 24-34.
The article discusses the effects of trauma-informed and non-trauma-informed
professionals on children who have experienced trauma. Trauma-informed professionals
are more likely to recognize trauma early and respond appropriately to the different types
of trauma. As were non-trauma-informed professionals are not trained to recognize the
different signs of trauma, which leads to challenging behaviors in the child's later years.
This source compares the professionals who have been well-trained in trauma-informed
care to the ones who have not and tells what the different outcomes are for the children.
The author has many years of experience as an early childhood development researcher
and is currently a research scholar at child trends. It was eye-opening to see the different
outcomes the children have based solely on the educators' training.
Bartlett, J. D., & Smith, S. (2019). The role of early care and education in addressing early
childhood trauma.
American Journal of Community Psychology
,
64
(3-4), 359-372.
https://doi.org/10.1002/ajcp.12380
This article focuses on brain development and why trauma-informed early childhood
educators are critical in helping children under six gain the skills necessary to cope with
trauma. From birth to six, children's brains are in the most sensitive period of brain
growth and development, which can be disrupted by trauma and can cause physical and
mental health for potentially years to come. If the child's primary caregiver is physically
or emotionally unavailable, then the child is more likely to develop traumatic stress like
older children. The author has many years of experience with early childhood
3
development and has written many articles related to trauma in early childhood. It was an
eye-opener to see what different affect childcare professional has on young children who
have had traumatic experiences.
Chudzik, M., Corr, C., & Wolowiec-fisher, K. (2022). Trauma: Early childhood special education
teachers' attitudes and experiences.
Early Childhood Education Journal
,
51
(1), 189-200.
http://doi.org/10.1007/s10643-021-01302-1
This article's main idea is about early childhood special education teachers' attitudes,
experiences with trauma, and how teachers define trauma. There is limited research on
how teachers' attitudes about trauma affect young children, so the author wanted to add
more research to support that teachers play an essential role in the child's trauma
outcome. The article discusses trauma's impact on children under five, the importance of
trauma-informed in early childhood, and teachers' attitudes about the trauma. This source
supports how trauma-informed care works when the teacher has a trauma-informed
attitude. This source helps us understand why all early childhood educators should have a
trauma-informed mindset when working with children who have experienced trauma.
Ruprecht, K., Tomlin, A., Perkins, K. J., & Viehweg, S. (2020). Understanding secondary trauma
and stress in the early childhood workforce.
Zero to Three
,
40
(4), 41-50.
This article focuses on the secondary trauma that educators can have due to their trauma
in life that is triggered when working closely with children and families experiencing it.
Educators who work closely with the children and families can develop emotional duress
or secondary trauma when the individual hears the trauma experienced by another.
Childcare programs often provide social and emotional support for only the children and
family when they need to extend the reach to the educators to express and cope with their
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feelings. The authors know about secondary trauma because they have years of
experience and schooling in child development, teaching, evaluation research, and
professors. This was very helpful in understanding how educators working closely with
the children and families can be affected by the trauma even if they have not experienced
it personally.
Stegelin, D., Legget, C., Ricketts, D., Bryant, M., Peterson, C., & Holzner, A. (2020). Trauma-
informed preschool education in public school classrooms: Responding to suspension,
expulsion, and mental health issues of young children.
Journal of At-Risk Issues
,
23
(2),
9-24.
This article is about how trauma has affected children's mental health and, without
trauma-informed care in schools, causes higher suspension and expulsion with children
ages three to four. The need for trauma-informed care in a public preschool setting is
because it allows the professionals to understand the behaviors associated with trauma
that generally end with the child being suspended from preschool. Young children are
vulnerable to mental health issues at a young age, but those with trauma are more at risk.
The Authors have their PHDs in child development and education. This article was very
informative in breaking down the different ethics more likely to be suspended in
preschool than others.