Date of Conferral
9-11-2024
Date of Award
September 2024
Degree
Ph.D.
School
Education
Advisor
Don Yarosv
Abstract
An increased number of children are entering the classroom with an exposure to various types of trauma. Early childhood educators are faced with the reality that they have to be prepared to meet the educational needs of the students. The problem that prompted this study is the potential lack of effective training provided to early childhood educators with regards to children who have faced traumas. The purpose of this basic qualitative study was to explore the perspectives of early childhood educators regarding to potential lack of training to address the needs of children who experience trauma. The theory of social constructivism is the conceptual framework for this study. Two theories provided the framework for this basic qualitative study; they are Bandura’s theory of self-efficacy and Bronfenbrenner’s ecological theory. Purposeful sampling was used to select 12-15 early childhood educators to share their perspectives through semi-structured interviews. Participants included K-3 teachers with experience teaching children that have been exposed to trauma. In vivo and pattern coding were used to analyze the data. The findings emerged that that educators feel they are teaching children impacted by trauma and they do not feel adequately trained to meet the needs of children who have experienced trauma. They desire additional support and resources. This study can contribute to positive social change by providing some evidence for the need to address educators’ needs for additional resources when it comes to childhood trauma as well for the need for future research on this important topic.
Recommended Citation
Sager, Jordan, "Early Childhood Teachers’ Perspectives Regarding Training to Address the Needs of Children Who Experience Trauma" (2024). Walden Dissertations and Doctoral Studies. 16321.
https://scholarworks.waldenu.edu/dissertations/16321
