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(Unit 1) Topic 8:  ACEs and Trauma-Informed Practices

2 Clock Hours of Early Childhood Education

Unit 1 Topic 8 Agenda:

​Topic 8 Page 1

1. Unit 1 Topic 8 Agenda
2. Stress Mountain
3. Kinds of Stress
4. Effects of Stress in Kids​
5. Support Systems
6. Tightrope Walker Scenario
7. The Brain
8. Brain Architecture
9. ACEs in Early Childhood
10. ACEs in Early Childhood
11. Myelination
12. Where do we go from here?
13. Supportive Communities
14. Supportive People
15. Supportive Families
16. Trauma Informed Practice
17. Moving Forward
18. End of Topic 8 Assessment Quiz

• Competency Statement 1
• ​Unit 1 Evaluation Form

• Glossary of Terms

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• Unit 1 Synopsis and Checklist

Topic 8 Course Description:
2 Clock Hours
CDA Settings:

• Infant/Toddler
• Preschool
• Family Child Care (Mixed-Age)

Adverse Childhood Experiences create prolonged toxic stress. There are very serious effects of that toxic stress. It can severely harm brain development, lower immune system responses, rewrite a person’s DNA, and make them susceptible to a plethora of health conditions. In childhood it can severely impact learning and development. This topic will discuss the differences between stress in adulthood and stress in childhood, as well as discuss how trauma effects behavior, social and emotional development, and cognitive development in children.

Learning Outcomes:

• Discuss the difference between stress in adulthood and stress in childhood.
• Explain how reactions to stress change with age.
• Analyze an analogy for ACEs for fit.
• Identify support groups and resources for communities to help prevent ACEs.
  
• Discuss the effects of genetics and environment on childhood brain development.
  
• Explain myelination, the impact of negative experiences, and brain growth concepts.
  
• Identify the three main parts of the brain.
  
• Discuss how trauma effects behavior, social and emotional development, and cognitive development in children.
  
• Explain the correlation and cause of ACEs and future health effects.
  
• Compare brain plasticity and resiliency.
  
• Predict how ACEs can be prevented.
  

A special thank you to Aurora Tollestrup, B.S. Ed. for developing the curriculum for this topic. ​​

TRAINING REFERENCES

(Unit 1) Topic 8: ACEs and Trauma-Informed Practices * Navigation Menu