There are a lot of young children in tough places, their networks are limited and outside of family, early childhood teachers are the next line of defense for children with trauma.
Many families and children come to Australian schools bringing with them experiences of personal trauma, not the least bushfire victims from the latest disaster in Qld and NSW.
Prof Marjory Ebbeck from the University of South Australia and researchers have explored the growing uncertainty faced by children aged 0–8 years in disaster zones. They found that the role that an early childhood teacher plays in securing the emotional development of a child is central.
“Teachers hold a unique place for a young child. Outside their family, they’re one of the most trusted and familiar faces who, in their role as a teacher, provide a welcoming and secure environment for the child to learn and develop,” Ebbeck says.
“When young children are confronted by trauma – whether through natural disasters such as Australia’s bushfires, or manmade disasters such as conflicts in the Middle East – they carry all their worries, confusion and emotions with them, and that’s where teachers need to be prepared.
“Unfortunately, despite the push from international agencies to include the needs of children in disaster preparation and risk reduction strategies, few have filtered down into education programs, which means there are still large gaps in the system.”
Right now, many early childhood teachers will be caring for young children who have lost their homes and precious possessions due to the fires across NSW and Queensland. No doubt, these teachers are doing everything they can to support their students, but as Prof Ebbeck says, they may not have the right training to be successful.
In lieu of a child-specific national disaster strategy, Ebbeck says there are many things teachers in childcare, preschool or early primary school can do to prepare.
“Helping a child through an emergency or trauma requires a holistic approach that not only encompasses socio-emotional development but also practical strategies, both pre, during and post emergency.
“Educating children about emergencies is essential and teachers should involve their class in practice sessions so that in the event of a real emergency, children will know what to do. It’s important for children to have confidence in their teachers' ability to keep them safe.
“Part of this is about being aware of what’s happening in the world – teachers can use current events to educate children in their environmental studies classes," Ebbeck says.
“Safety of children and teachers is always paramount. It’s critical that teachers know their school’s emergency plan, evacuation procedures, and understand how they should respond in specific events, such as bushfires.
“Of course, communication is vital. Keeping parents informed about what their children are learning is important, especially in the case of a real emergency. It also helps create a circle of trust between parents, children and teachers.”
“There are several strategies teachers can use to help children reintegrate into the school environment.
Image by thinboyfatter under flicr cc attribution license
As we hurtle towards a new decade, how do we create classroom environments where nourished teachers nurture students to become capable, creative, critical thinkers while maintaining their mental health and wellbeing? Read More
A total of $50,000 has been awarded to 50 schools recognised for their outstanding achievement in this year’s South Australian Premier’s be active Challenge.
Science teachers can access a complete suite of resources from Foundation to Year 10 to support them in integrating the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority into Science subjects. Read More
Public transport isn’t cheap anymore, even with a concession it is $607 for a full-year student pass. Some families cannot afford a myki, let alone a lump-sum payment, which is currently the cheapest option. Read More