In relation to early childhood education

I now wish to explain how early childhood teachers can support abused, neglected or maltreated children as well as their families within a centre setting.

Parents and caretakers don't always know that they are being abusive or neglectful. Few adults actually intend to hurt or neglect children. The American Psychological Association (2013) support this by explaining that it takes a lot to care for a child. A child needs food, clothing, shelter, love and attention. Of course all parents and caregivers want to provide all of these necessities, but they have “other pressures too” (para. 5). I believe many parents or caregivers financially struggle to provide for their children, this would come under the ‘other pressures’ category. Having a large family and work commitments could also become barriers.

As teachers, it is our professional responsibility to report suspected abuse or neglect as explained in a previous blog. This can be done in an anonymous manner and therefore the relationship between the child’s parent or caregiver and teachers within the setting will remain positive. It can be a very daunting task for a teacher to initiate a conversation with a child’s parent or caregiver in regards to suspected abuse or neglect, yet if it is in the best interest of the child, meaning it could enhance their well-being then it needs to be done. My thoughts are that by having these types of conversations, it is also opening support up to parents/caregivers.

When teachers discover what type of abuse, neglect or maltreatment a child is suffering they should do their best to support the child in as many ways possible while they are attending the centre. For example, if they are lacking the love and attention they deserve teachers should provide them with extra nurturing. The American Psychological Association (n.d.) support this idea by stating that “relationships with teachers strengthen children’s ability to cope with stress and trauma” (p. 2) that they may be experiencing at home (p. 2).               

Older children such as three and four year olds who are able to express their feelings to teachers should be encouraged to do so. Often a child will only do this to a teacher they feel really comfortable with.  American Psychological Association (n.d.) suggest that children who are uncomfortable with or are unable to express themselves verbally should be encouraged to “act out, write, dictate, or draw events and emotions” (p. 8) to explain the way they are feeling. Personally I have always believed that actions can explain equally to what words can.

Teachers should educate children to understand that it is not okay for any other person to hurt them in any way.  Feeney, Moravcik, Nolte and Christensen (2010) explain the importance of teaching children to ask for help if they need it.  

Children learn how to behave by watching those who surround them such as family members, people in their community, peers and teachers. Computer games, video games and especially television shows also have an effect on the way in which children behave. Because early childhood education is seen as an extremely important profession it is expected that teachers are constantly seen as role models to the children in their care.