Approaches to Trauma-Informed Teaching in Early Childhood Education: Responding to Childhood Adversity Through Pedagogical Change

Session Type: Symposium

Abstract

Despite widespread scholarly and policy calls for trauma-informed teaching, empirical evidence of effective approaches to building educator knowledge and shifting practice in this area remains limited. Drawing on three distinct yet complementary studies, this session introduces innovative professional development models and tools—ranging from data-driven, standards-based instructional planning to serious games and equity-centered teacher preparation. Presenters highlight how trauma-informed teaching can be embedded in practice through actionable strategies, real-time simulations, and inclusive frameworks. Attendees will engage with findings that demonstrate measurable shifts in educator knowledge, attitudes and practices and suggest mechanisms that facilitate these shifts. Together, these presentations imagine a future in which research-informed practice transforms early childhood education in ways that promote healing, learning, and equity for trauma-exposed children.

Sub Unit

• SIG-Early Education and Child Development

Chair

• Christy Tirrell-Corbin, University of Maryland

Papers

• Embedding Trauma-Informed Care into an Early Childhood Special Education Program - Catherine Corr, University of Illinois at Urbana-Champaign

• Leveraging FEBA and SMART-TI Tools to Support Trauma-Sensitive Pedagogy in Early Childhood Classrooms - Christy Tirrell-Corbin, University of Maryland; Carlomagno Panlilio, Pennsylvania State University; Claudia Kruzik, University of Maryland

• Tools for Transformative Practice: A Serious Game for Trauma-Informed Early Education - Alysse Loomis, University of Utah; Ashley Guajardo, University of Utah; Arjun Shivakumar, University of Utah; Rose McLaughlin, University of California - Davis; Kristine Campbell, University of Utah

Session Organizer

• Christy Tirrell-Corbin, University of Maryland

Discussant

• Carlomagno Panlilio, Pennsylvania State University