Date of Conferral

9-25-2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Terri Edwards

Abstract

The number of infants and toddlers experiencing toxic stress in the United States has increased significantly. Toxic stress, characterized by prolonged exposure to adverse experiences, has significant implications for the development of infants and toddlers. The purpose of this basic qualitative study was to explore early childhood teachers’ perspectives on the successes and challenges to create secondary attachments with infants and toddlers exposed to toxic stress. The conceptual framework was Bowlby’s attachment theory. Two research questions addressed the perspectives of early childhood teachers’ successes and challenges to create secondary attachments with infants and toddlers experiencing toxic stress and what they believed was needed to help them improve these attachments. Data were collected using one-on-one semistructured interviews with 11 early childhood teachers, each with a minimum of 5 years of teaching in a childcare setting and working with infants and toddlers experiencing toxic stress. Data were thematically analyzed using Braun and Clarke’s six-step process, including open and axial coding. Four themes emerged: (a) teachers use multiple strategies to support emotional and developmental needs, (b) teachers do not always recognize and understand how toxic stress affects children, (c) teachers need specialized training in trauma-informed care, and (d) teachers believe a nurturing childcare environment and family involvement are essential. This study contributes to positive social change by informing higher education institutions and administrators regarding how they might assist early childhood teachers in addressing the challenges they face when creating secondary attachments with infants and toddlers experiencing toxic stress.

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