This second edition of Trauma-Informed Practices for Early Childhood Educators continues to guide childcare providers and early educators working with infants, toddlers, pre-schoolers, and early elementary-aged children to understand trauma as well as its impact on young children's brains, behavior, learning, and development.
The main aim of this Element is to introduce the topic of limited awareness, and changes in awareness, to those interested in the philosophy of decision- making and uncertain reasoning. While it has long been of interest to economists and computer scientists, this topic has only recently been subject to philosophical investigation.
Now more than ever, there is a need for early childhood professionals to comprehensively integrate trauma-sensitive practices into their work with children and families. This essential resource offers instructional strategies teachers can use daily to support their students dealing with trauma in early learning environments.