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BuildCirclesBreakCyc.pdf
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building circles breaking cycles
Preventing Child Abuse and Neglect: The Early Childhood Educator’s Role
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The National Association for the Education of Young Children (NAEYC) is commit- ted to safeguarding the well- being of children. A national study of almost 2,000 early childhood professionals— such as yourself—conducted by NAEYC reveals that early childhood educators feel an overwhelming professional and personal responsibility to help prevent child abuse and neglect and are willing to take a more active part in prevention (Olson & Hyson 2003). NAEYC believes that all early childhood professionals and programs play an impor- tant role in helping to prevent maltreatment wherever it oc- curs—in families, programs, or communities. As the nation’s largest or- ganization of early childhood professionals and others dedicated to improving the quality of early childhood pro- grams, NAEYC is committed to leading these prevention efforts.
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building circles breaking cycles
This brochure is written for the early childhood pro- fessional who works with children and families every day. Because early care and education programs are a primary means by which families with young children connect to the community, we educators play a unique role in the lives of children and fami- lies. Through the work we do daily, we take an active part in preventing child abuse and neglect and promoting healthy social and emotional develop- ment in children.
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The many sides of abuse and neglect
Child abuse and neglect can take many forms and have devastating effects on children, families, and communities. The basic definitions of maltreatment are widely accepted (see box at right), although every state has its own specifics.
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breaking the cycle
The goal of prevention is simple: stop child abuse and neglect from happening in the first place. The best way we can accomplish this is to support families and provide them with the skills and resources they need to understand and meet their child’s emotional, physi- cal, and developmental needs. About 60 percent of young children regularly attend some type of early childhood program (Mulligan, Brim- hall, & West 2005). We early childhood educators are invaluable to those children’s families. Because of our unique role in the lives of children and families, we play a key part in preventing—not just reporting—child abuse and neglect and promoting healthy social and emotional development. As teachers, we are well positioned to support families through our professional knowledge, skill, and commitment. Every day our work helps reduce children’s risk of abuse and neglect by supporting and strengthening families.
PREvENTiNG child abuse and neglect
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breaking the cycle
We help support and strengthen families in our work when we
• provide quality care and education through develop- mentally appropriate practices
• develop reciprocal relationships with families
• recognize situations that may place children at risk of abuse, and signs of abuse, and provide families with appropriate support
• understand, and help families to understand and handle, children’s challenging behaviors
• build on child and family strengths
• inform ourselves about our professional respons- ibilities.
These are all key in reducing the risk of child abuse and neglect.
Scope of the Problem • About three million reports were filed in 2000, and
about 879,000 were confirmed victims of abuse or neglect.
• Boys and girls are equally likely to experience neglect and physical abuse. More girls than boys experience sexual abuse.
• Children of all races and ethnicities experience child abuse.
• Children of all ages experience abuse, but the young- est children—under 3 years old—are most vulnerable.
• Most abuse—close to 80 percent—happens within families.
(Goldman & Salus 2003)
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We can help reduce the risk of child abuse by using six prevention strategies in our work with children and their families:
1. Provide quality care and education through develop- mentally appropriate practices.
2. Develop reciprocal relationships with families.
3. Recognize situations that may place children at risk of abuse, and signs of abuse, and provide families with appropri- ate support.
4. Understand, and help families to understand and handle, children’s challenging behaviors.
5. Build on child and family strengths.
6. Inform ourselves about our professional responsibilities.
prevention strategies
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1. Providing quality care and education
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Provide quality care and education through developmentally appropriate practices. When we help children develop in a high-quality, family-focused program, we are already powerfully involved in pre- venting harm to children. Developmentally appropriate practices—teaching practices connected to young children’s characteristics as individuals, as develop- ing people, and as members of families, cultures, and communities; and practices that provide all children with a challenging and achievable education—are a cornerstone of NAEYC values and philosophy. Quality care and education strengthens families, promotes healthy social and emotional development, and prepares children for later school success (Copple & Bredekamp 2009).
in practice
• Network, read, and keep up-to-date on early childhood practice through NAEYC conferences and resources and other professional development opportunities.
• Talk and share ideas with other educators, and par- ticipate in program staff development activities that reinforce high-quality, challenging, and achievable educational practices.
• Use knowledge about each child’s strengths and chal- lenges when planning activities.
• Place posters, images, and key resources about devel- opmentally appropriate practices in the classroom or program as reminders for families and staff.
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develop reciprocal relationships with families. Programs can develop reciprocal relationships by ensuring that families are welcome, respected, and valued; included in program-related decision making; able to access regular and frequent communication about the child, and much more (NAEYC 2008). The younger the child, the more important it is to learn about and support the development of individual chil- dren through relationships with children’s families. Strong, reciprocal relationships are key to mini- mizing the potential for child abuse and neglect. By having such a relationship in place, we can more effectively respond to signs of family stress and provide appropriate information and/or referrals to community services. When we com- municate with families about difficult topics—such as children’s challenging behaviors or possible prob- lems at home—we provide critical support. Talking about certain issues can be extremely uncomfortable for both educators and parents. Communication is much easier when a supportive, reciprocal relation- ship is already in place. High-quality programs go even further in building a strong coalition. They bolster families’ social networks by encouraging active parent involvement through a variety of developmentally appropriate practices and program policies.
Developing reciprocal relationships
2.
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Talking with Families: Words That Help
• “Let’s figure this out together.”
• “How can we help?”
• “It seems like you’re having a tough time.”
• “There are other parents here in the same situation as your family. Here are some things they have tried . . . ”
in practice
• Maintain regular, ongoing contact with families through informal chats at drop-off and pickup times, daily or weekly notes, regular parent conferences, home visits, e-mail, or phone calls.
• Encourage families to talk about their culture and fam- ily traditions, their child’s strengths and challenges, their hopes and dreams for their child.
• Ask families about how they think their children are developing.
• Plan and invite families (including extended family members) to program activities they can get involved in, such as workshops, potlucks, field trips, and parties.
• Ask families on a regular basis what kind of support they need.
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Recognize situations that might place children at risk of abuse, recognize signs of abuse, and provide families with appropriate support. We should be familiar with the risks and signs of abuse and neglect (see box opposite) and must report suspected abuse and neglect in accordance with state regulations. In assessing possible neglect—the failure to provide for a child’s basic needs—we should recognize that a failure to provide basic necessities may be related to poverty, or that cultural differences may lead to misinterpretation of a family’s childrearing practices. We also should be able to recognize situations that may directly or indirectly place children at risk. We can address some risk factors directly. Children are at risk if their parents lack understanding of child devel- opment and knowledge of age-appropriate disciplinary methods or knowledge of children’s health, hygiene, and nutritional needs. We are well-positioned to help families handle these issues in a respectful and sup- portive way. When we share our knowledge of child development, positive guidance, basic needs, and more, we help strengthen families. Poverty, domestic violence, substance abuse, and mental illness also are risk factors. Some early child- hood programs have professionals on staff who are trained to handle these challenges and can access an array of child and family services; but most programs are not able to offer specialized early intervention services. Families’ access to health care, housing, income support, and other social services may help protect children from abuse and neglect, so we should become familiar with resources in our community and provide information and referrals whenever appropriate.
3. Recognizing risks and signs and providing support
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in practice
• Become familiar with the risks and signs of child abuse and neglect.
• Pay attention to children with sudden behavioral changes or who display aggressive behaviors, and work with their families and others to identify possible causes.
• Learn more about children with disabilities, devel- opmental delays, and special needs—and about the challenges their families may face.
• Create a clothing closet with commonly needed items (like hats, mittens, coats) or a food pantry with non- perishable items and tactfully encourage the use of these resources.
• Work with your program to develop and distribute a list of local resources that may be helpful to families.
Recognize the Risk Factors Recognizing risks and signs and providing support
Risk factors for child maltreatment include:
• Ongoing environmental stress, such as poverty, financial troubles, or difficulties with relationships
• Social isolation and lack of outside support for the family
• A family’s lack of knowledge about child develop- ment and child rearing
• Alcohol or substance abuse in the family • Family mental health issues—for example, depres-
sion or anxiety • Children’s persistently aggressive or challenging
behaviors • The challenge of caring for a child with physical,
cognitive, or emotional disabilities or chronic or serious illness
(Goldman & Salus 2003)
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understand and help families to understand and handle children’s challenging behaviors. Children’s challenging behaviors—from occa- sional hitting and biting to prolonged tantrums or extreme aggression—push adults’ buttons, tax their resources, and place children at risk for abuse and neglect. The wide range of behaviors, from those eas- ily and effectively addressed to those that are persistent and unresponsive to commonly used guidance strategies, make handling challenging behaviors one of the hardest aspects of our job. Just imagine how difficult this is for parents or other family members, especially when the fam- ily may be under other stress. Some challenging behaviors may indicate an underlying disability or physical, cognitive, or emotional problem. A specialist can identify any possible issues and work with the child and fam- ily to address them early on. In everyday contact with families, we should take the opportunity to provide information and insight on appropriate expectations for their child’s behavior and suggest nonviolent disci- pline techniques. We can work with parents to develop a consistent home-school approach to addressing the behaviors. Children and families can benefit from our enhanced skills in this area.
4.. Handling challenging behaviors
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in practice
• Predictable and consistent routines and schedules help prevent challenging behaviors. Post schedules so children know what to expect and feel secure and comfortable (Ostrosky et al. 2002).
• Share with families information about young children’s development and appropriate behaviors and expec- tations at various ages and for individual children. Prepare periodic handouts, organize workshops, or have NAEYC brochures available for parents (see “Resources,” p. 22).
• Talk with families about how to handle challenging be- haviors at home and offer appropriate suggestions.
• Provide an observation space where parents can ob- serve their child interacting with others and learn new guidance techniques from watching staff.
• Recommend specific actions and words families can use when facing challenging behaviors (for example, ignore tantrums if the child is not hurting herself or others; tell a child who is hitting, “Use your words—do not hit”).
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5. Building on strengths
Build on child and family strengths. All children and their families have strengths. As educators we natu- rally build on these assets and are well positioned to do so. Good peer relationships, coping skills, self- esteem, social skills, and internal locus of control are all strengths that help protect children and that we can help build—and let parents know about when we see them in their child. We help protect children from harm when we promote these social and emotional skills in children. Other strengths that protect children from maltreatment include: • Parental resilience—The ability to cope and
bounce back from all types of challenges • social connections—Friends, family members,
neighbors, and other members of a community who provide emotional support and concrete assistance to parents
• Knowledge of parenting and child develop- ment—Accurate information about raising young children and appropriate expectations for their behavior
• concrete support in times of need—Financial security to cover day-to-day expenses and unex- pected costs that come up from time to time, access to formal and informal support systems. (Center for the Study of Social Policy 2008)
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in practice
• Use children’s books in the classroom to support healthy social and emotional skills such as making friends and identifying and expressing feelings. (Find ideas at www. vanderbilt.edu/csefel/practicalstrategies. html#booknook.)
• Build social networks by providing opportu- nities for families to connect with program staff and each other. Dinner Chats, Stay & Play afternoons, and other events help to create an atmosphere of support and trust (Olson 2007).
• Praise the things you admire in the family and child: “You all have been having a rough time lately; I really admire the way you are coping.” “Robert’s curiosity about everything is so wonderful—you must be doing a great job of encouraging him at home.”
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inform yourself about your professional responsi- bilities. NAEYC’s Code of Ethical Conduct and State- ment of Commitment (2005), NAEYC Early Childhood Program Standards and Accreditation Criteria (www. naeyc.org/academy/standards), the 2009 edition of Developmentally Appropriate Practice in Early Child- hood Programs Serving Children from Birth through Age 8, standards for professional preparation, and other important NAEYC resources, all define early childhood educators’ legal and ethical responsibilities regarding child protection. They also underscore the importance of reciprocal relationships with families in both quality early childhood programs and individual educators’ core competencies. Some publications are listed in the References and Resources (pp. 22–23); others are available in print or online: www.naeyc.org.
in practice
• Learn your responsibilities as an educator in prevent- ing and reporting child abuse.
• Know your state and local child protection laws and share them with families in a natural, nonthreatening way as part of your program’s policies.
• Regularly attend workshops and conferences, such as NAEYC’s Annual Conference and National Institute for Early Childhod Professional Development, to stay up- to-date on professional responsibilities and ethics.
6. Keep yourself informed
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Reporting Child Abuse
As early childhood educa- tors, we are mandated by law to report suspicions of child abuse or neglect wherever it occurs—in fami- lies, programs, or the com- munity. Reporting suspec- ted abuse can protect the child and secure help for the family. Contact your lo- cal child protective services (CPS) or law enforcement agency so other profes- sionals can assess the situ- ation. For more information about where and how to file a report, talk to your pro- gram administrator or call Childhelp USA®, National Child Abuse Hotline (800- 4-A-CHILD®). The Childhelp hotline is staffed 24 hours a day, seven days a week, by professional crisis coun- selors who have access to a database of emergency, social service, and support resources.
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Stay involved and help more children
Every day, without a doubt, our work helps prevent child abuse and neglect. But we can take an even more active part in preventing child maltreatment. We can further our commitment to children and families by taking advantage of the following opportunities.
Join the nation’s largest professional associa- tion of early childhood educators. As a member of NAEYC, you receive numerous benefits and opportu- nities to work with colleagues with similar commitment and concerns through Interest Forums, Affiliates, and more. NAEYC membership information is available online at www.naeyc.org/membership.
Become a champion for children and their fami- lies. NAEYC encourages advocacy for high-quality care and education and adequate, effective communi- ty support services. The organization also encourages the early childhood community to speak out against community and domestic violence and child abuse and neglect. Go online to NAEYC’s Children’s Cham- pions at www.naeyc.org/childrens_champions to learn more about federal and state policies and legislation, sign up to receive Action Alerts on important issues, communicate with members of Congress or the me- dia, and more. State or local NAEYC Affiliates provide other advocacy opportunities in your community.
take charge of your own professional develop- ment. The more we know about child development, family relationships, challenging behaviors, healthy social and emotional development, violence preven- tion, and the complexities of child abuse and neglect,
expanding the cIRcle
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the more we can share our knowledge and use our skills with families and children to protect children from harm and promote healthy development. Regularly visit www.naeyc.org for information about NAEYC’s Annual Conference, National Institute for Early Childhood Professional Development, and Affiliate- sponsored conferences; and many other professional development opportunities and resources.
share this information with colleagues. Use this brochure to identify and acknowledge the ways you and your colleagues help to prevent child abuse and neglect every day. Discuss what else you can do to prevent abuse and neglect. How can we help one another use our professional knowledge and skills to support families and children?
We make a difference in the lives of children every day. Let’s use these ideas and resources to enable us to do even more to promote children’s healthy social and emotional development and prevent child abuse and neglect.
expanding the cIRcle
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References Copple, C., & S. Bredekamp, eds.
2009. Developmentally appropri- ate practice in early childhood programs serving children from birth through age 8. 3rd ed. Wash- ington, DC: NAEYC.
Center for the Study of Social Policy. 2008. The five protective factors. Strengthening Families through Early Care and Education. www. strengtheningfamilies.net/index. php/main_pages/protective_ factors
CSEFEL (Center on the Social and Emotional Foundations for Early Learning). 2008. Practical strate- gies: Book Nook—Using books to support social emotional develop- ment. www.vanderbilt.edu/csefel/ practicalstrategies.html#booknook
Family Support Network. 2002. Child abuse and neglect. www.family- support.org/Abuse.cfm.
Goldman, J., & M.K. Salus, with Kennedy. 2003. A coordinated re- sponse to child abuse and neglect: The foundation for practice. Child Abuse and Neglect User Manual Series. Washington, DC: U.S. Department of Health and Hu- man Services. www.childwelfare. gov/pubs/usermanuals/foundation/ foundation.pdf
Mulligan, G.M., D. Brimhall, & J. West. 2005. Child care and early education arrangements of in- fants, toddlers, and preschoolers: 2001. (NCES 2006-039). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Govern- ment Printing Office. www.nces. ed/gov/pubs2006/2006039.pdf
NAEYC. 1996. Position State- ment: Prevention of child abuse in early childhood programs and the responsibilities of early child- hood professionals to prevent child abuse. www.naeyc.org/resources/ position_statements/pschab98.pdf
NAEYC. 2005. Code of ethical conduct and statement of commit- ment. www.naeyc.org/about/posi- tions/ethical_conduct.asp
NAEYC. 2008. Standard 7: Families and Standard 8: Community Rela- tions: A guide to the NAEYC Early Childhood Program Standards and related accreditation criteria. Washington, DC: Author.
Olson, M. 2007. Strengthening families: Community strategies that work. Young Children 62 (2): 26–32. www.journal.naeyc.org/ btj/200703/pdf/btjOlson.pdf
Olson, M., & M. Hyson. 2003. Early childhood educators and child abuse prevention. Booklet. Wash- ington, DC: NAEYC.
Ostrosky, M., E.Y. Jung, M.L. Hem- meter, & D. Thomas. 2002. Helping children understand routines and classroom schedules. What Works, Brief No. 3. Brochure. www.csefel. uiuc.edu/briefs/wwb3.html
Resources The following print and video resources can help you prevent child abuse and neglect by promot- ing healthy social and emotional development, developing reciprocal re- lationships with families, handling challenging be- haviors, and more. They and other relevant re - sources are available from NAEYC’s online catalog at www.naeyc.org/shop- pingcart.
aBuse and neglect Make a Difference: Report
Child Abuse and Neglect, video, by NAEYC, 1996. Various professionals dis- cuss what to do if abuse is suspected, the indicators of abuse/neglect, and the impact on society.
PRomoting healthy social and emotional develoPment Riley, D., R. San Juan, &
J. Klinkner. 2007. Social and Emotional Develop- ment: Connecting Science and Practice in Early Child- hood Settings. St. Paul, MN: Redleaf Press. Why are practices in the social and emotional domains so im- portant for children’s learn- ing and development? How can we explain our choices? This book answers these questions by examining the rationale and research base for best practices.
Bowman, B., & E.K. Moore. 2005. School Readiness and Social-Emotional De- velopment: Perspective on Cultural Diversity. Wash- ington, DC: National Black Child Development Institute. This collection of seven com- missioned papers summa- rizes an NBCDI study of the current state of research and programs addressing preschoolers’ social-emo- tional development, looking at issues from a multicultural perspective.
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Gartrell, D. 2004.The Power of Guidance: Teaching Social- Emotional Skills in Early Child- hood Classrooms. Florence, KY: Delmar Cengage Learning. Shows teachers how to help children develop lifelong skills such as mutual acceptance and cooperation, creative and peaceful problem-solving strat- egies, and acceptable ways to express difficult emotions.
Hyson, M. 2004.The Emotional Development of Young Children: Building an Emotion-Centered Curriculum, 2nd ed. New York: Teachers College Press. Pro- vides educators with real-life examples of evidence-based teaching strategies to advance children’s understanding and appropriate expression of their emotions. Gives relevant devel- opments in standards, policies, and programs.
Honig, A. 2002. Secure Relation- ships: Nurturing Infant/Toddler Attachment in Early Care Set- tings. Washington, DC: NAEYC. For healthy adjustment, infants and toddlers need secure at- tachments to adults who provide loving, responsive, and consis- tent care. Sound advice for both caregivers and parents.
Katz, L., & D. McClellan. 1997. Fostering Children’s Social Com- petence: The Teacher’s Role. Washington, DC: NAEYC. Sug- gests principles and strategies to guide teachers in strength- ening children’s social skills. Authoritative and accessible.
ReciPRocal Relation- shiPs with families Keyser, J. 2006. From Parents
to Partners: Building a Family- Centered Early Childhood Pro- gram. St. Paul. MN: Redleaf Press; Washington, DC: NAEYC. This comprehensive guide, with interactive and hands-on exer- cises, describes proven com- munication strategies to encour- age the involvement of family members.
NAEYC. 2008. Standard 7: Fami- lies and Standard 8: Community Relationships: A Guide to the NAEYC Early Childhood Pro- gram Standards and Related
Accreditation Criteria. Wash- ington, DC: Author. This guide to NAEYC Program Standard 7: Families and Standard 8: Community Relationships out- lines a broad research- and evidence-based consensus on how early childhood programs should relate to families and their communities.
Baker, A.C., & L.A. Manfredi- Petitt. 2004. Relationships, the Heart of Quality Care. Washington, DC: NAEYC. The book describes this concept of relationship-based care, what understandings and attitudes support such care, and the policies required to enact it in a center setting.
Koralek, D., ed. Spotlight on Young Children and Families. 2007. This collection of articles from Young Children and Be- yond the Journal addresses such topics as family involve- ment, sharing the care of in- fants and toddlers, and helping to support learning at home.
challenging BehavioRs/ BehavioR management Kaiser, B., & J.S. Rasminsky.
2006. Challenging Behavior in Young Children: Understand- ing, Preventing, and Respond- ing Effectively. 2nd ed. Boston: Allyn & Bacon. This invaluable resource provides strategies for addressing challenging be- haviors and in-depth explana- tions of the research on which they are based. Winner of the 2007 Texty Award for textbook excellence at the college level in education curriculum.
Kaiser, B., & J.S. Rasminsky. 1999. Meeting the Challenge: Effective Strategies for Chal- lenging Behaviors in Early Childhood Environments. Ot- tawa, ON: Canadian Childcare Federation. A lifeline that offers easily understandable strate- gies proven to work and benefit every child.
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For more than 80 years NAEYC has been leading efforts to promote high-quality early care and educa- tion for all children from birth through age 8. This brochure is part of Supporting Teachers, Strengthen- ing Families, an initiative to expand NAEYC’s efforts to help early childhood professionals and families prevent child abuse and neglect and achieve the best possible social and emotional outcomes for all chil- dren. For more information about Supporting Teach- ers, Strengthening Families, child abuse prevention resources and materials, and NAEYC, go to www.naeyc.org/ece/supporting/default.asp.
Supporting Teachers, Strengthening Families is generously supported by the Doris Duke Charitable Foundation. Additional support for this brochure was provided by the Center on the Social and Emotional Foundations for Early Learning; information and resources are available at www.vanderbilt.edu/csefel.
Download the online discussion guide for more suggestions about using this brochure, available at www.naecy.org/ece/pdf/discussionguide.pdf.
This brochure is available in Spanish online at www.naeyc.org/ece/pdf/DukeEsp.pdf
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