The Trauma-Sensitive Pedagogy Curriculum for Early Childhood Educators: Incorporating Self-Regulated Learning Processes for Educators

• In Event: Thursday Roundtable Session 4:20 pm
  In Roundtable Session: Stress and Coping in Early Childhood (Table 4)

Abstract

Most trauma-informed school system programs predominantly focus on understanding the impact of trauma on students, the purpose of our exploratory study was to understand how knowledge is translated into practice. Given the importance of student-teacher relationships in promoting trauma-informed student learning, we aimed to understand how to incorporate early childhood educators self-regulated learning processes in trauma-informed pedagogy. Therefore, we explored the acceptability and effectiveness of self-regulated learning components in the Trauma Sensitive Pedagogy curriculum that was co-created with early childhood educators through a community-based participatory approach. Using convergent mixed methods design, educators (n = 9) from a suburban Mid-Atlantic elementary school (Pre-K through 2) were surveyed about the usefulness and effectiveness of self-regulated learning components incorporated within our curriculum.
 

Authors

• Carlomagno Panlilio, Pennsylvania State University

• Christy Tirrell-Corbin, University of Maryland