Trauma is widespread. It occurs because of violence and traumatic experiences, abuse, neglect, loss, disaster, war, and other harmful experiences. Most of us are aware of trauma, but still may be unsure of how we can help the children we work with. In this online training, participants will gain an understanding of what trauma is and its effects on children's brain development. Participants will also learn about resilience, the importance of connections, and many strategies to help children and themselves cope with trauma.

1.3 Encourages children's development of social and emotional skills
1.3 a. Understands and accepts children’s age-appropriate emotional responses (i.e., crying, tantrums)
1.3 b. Considers temperament and individual differences when interacting with children and planning experiences
1.3 e. Helps children cope with separation and transition
1.3 f. Uses tone, words, and gestures to let children know they are respected
1.3 g. Provides opportunities for children to help, to make choices, and to do things for themselves
1.3 h. Recognizes children’s efforts rather than their accomplishments, intelligence, or personality
1.3 i. Recognizes when children show self-discipline and self-control
1.3 j. Finds ways to help children feel successful, identify and pursue interests, and develop a sense of personal identity
4.1 Develops and models genuine, supportive relationships 
4.1 a. Knows and honors the beliefs, values, and traditions of all children and their families
4.1 b. Seeks information from families regarding effective strategies to support individual children
4.1 c. Shows genuine interest in children’s experiences, ideas, and work
4.1 d. Uses a variety of strategies for building relationships such as engaging in meaningful and extended conversations, respecting each child’s uniqueness, using children’s names, being at children’s eye level, and smiling at children
4.1 f. Practices and models responsive, consistent, encouraging, and nurturing interactions that build positive relationships
4.1 i. Accepts and responds appropriately to feedback from families
4.1  j. Responds and adapts to each child, accommodating his/her temperament, personality, strengths, interests, and development pattern
4.1 l. Respects children’s choices and supports them in the decision-making process
4.1 m. Engages in self-reflection regarding relationships with children on a regular basis
4.6 Designs and implements activities and strategies to help meet the individual needs of all children in an integrated curriculum
4.6 a. Designs and implements a child-centered environment that encourages autonomy, responsibility, and positive social skills through unplanned and planned activities
4.6 b. Uses ongoing observation and assessment to meet a child’s interests/curiosity, learning styles, temperament, strengths and challenges, family priorities, current environment(s)
4.6 c. Ensures that child-directed and adult-facilitated play and learning are part of the curriculum
4.6 e. Includes comprehensive health and nutritional practices in daily activities and routines
4.6 f. Uses appropriate small group experiences to encourage social interaction and problem-solving
4.6 h. Assists children in applying the skills they learn by including intervention into daily routines and activities
4.6 i. Helps children express ideas and apply prior knowledge by extending an activity in which they show interest
4.6 j. Encourages children to express themselves through visual arts, music, movement, and dramatic play
4.6 k. Provides opportunities for children to practice emerging skills by revisiting experiences and materials l. Uses authentic assessment information to adapt the level of support, strategies, and materials necessary to meet a child’s individual needs