Adverse Childhood Experiences: Early Childhood Educators' Awareness and Support

Abstract

Introduction: Adverse childhood experiences (ACEs) refer to the prolonged exposure of potentially traumatic events that have lifelong impacts on health and well-being. Early childhood educators (ECEs) can provide supportive environments for children to mitigate the impact of ACEs. This study explored the awareness of ECEs related to ACEs and the assistance they need to create supportive environments for children.Objectives: Provide a Canadian context to ACEs and the early childhood education environment, explore awareness of ECEs related to ACEs and explore the assistance ECEs need to create supportive environments for all children.Methods: Qualitative Description was used to illustrate the narratives of participants’ experiences regarding ACEs. Semi-structured interviews were conducted with early childhood educators (n=9) in Nova Scotia, Canada. Thematic analysis resulted in themes that related to the awareness of ECEs in relation to ACEs and their perceived support to assist children in early childhood settings.Results: ACE awareness was described through parent-to-educator communication, child behaviours, and community location. Barriers to awareness included varying comfort levels of parents and stigma around sharing unfavourable experiences that happen in the home. Participants suggested that creating supportive relationships and environments were important for children experiencing ACEs. Participants discussed additional strategies that could help them feel supported when encountering ACEs, including professional development opportunities, specific ACE training and increased collaboration with other professionals.Conclusion/Discussion: There is limited research using ECEs voices to describe their awareness and perceived support related to ACEs. This research identifies areas of support needed to assist early childhood educators in creating supportive environments for children.