Early Childhood Education Commons^™

Primary Early Childhood Educators’ Perspectives Of Trauma-Informed Knowledge, Confidence, And Training, Jennifer B. Bilbrey, Kristy L. Castanon, Ruth B. Copeland, Pamela A. Evanshen, Carol M. Trivette

ETSU Faculty Works

There is a growing body of research documenting the impact of traumatic stress on child development, which has resulted in a call to action for trauma-informed practices as a priority, yet implementation within schools and training for educators is lacking (American Academy of Physicians, https://www.aap.org/en-us/Documents/ttb_aces_consequences.pdf, 2014). Understanding teachers’ perceptions regarding current levels of knowledge, self-efficacy, and trauma-informed training can help guide future professional development experiences for both pre-service and practicing teachers. This study investigated the knowledge, self-efficacy, and training of trauma-informed practices as self-reported by primary educators, serving in grades kindergarten through third-grade, within two regions of Tennessee and Virginia. …

Water Play Is Science, Alissa Lange

ETSU Faculty Works

This outdoor water scavenger hunt includes a set of linked learning experiences in which children will practice careful observation and documentation to identify places they can find water outside.

LEARNING OBJECTIVES:

• Children will be able to identify water found in more than one location outside
• Children will be able to describe their observations of water outside using spoken words, writing, and/or pictures
• Children will compare and contrast predictions with documented observation