Early Childhood Educators' Trauma-Informed Practices and Experiences Working with Children of Teen Parents

Abstract

Researchers have suggested that trauma-informed practice can lessen the impact of trauma on children during their development. No studies have examined the practices that Early Childhood Educators (ECEs) implement when working with teenage parents' children. This qualitative study examines the trauma-informed practices and experiences of ECEs working with teenage parents' children at the Terra Centre. This project was co-created with the Terra Centre through a community-based approach. The participants of this study include ECEs who work with teen families, infants and young children. Through this qualitative study, six semi-structured interviews were conducted and analyzed using thematic analysis. Participants shared their experiences and trauma-informed practices in line with two main themes, Lifework and Learning and A Web of Relational Care. Within Lifework and Learning, three main areas were explored: Experiences and work with children and teens, Overcoming bias and Adjusting to logistical challenges. Within A Web of Relational Care, five main topics are discussed: Acknowledging history and intergenerational trauma, Stigma and challenges, Developmentally informed care, a Strengths-based approach and Trauma-informed care. Implications for research and practice are discussed in an effort to allow for practical use of findings by teachers, ECEs, and anyone with an interest in working with teen families.