The role of child care in supporting the emotion regulatory needs of maltreated infants and toddlers |
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| Institution: | 1. University of Nevada, Reno, Human Development & Family Studies, 1664 N. Virginia St./MS 140, Reno, NV 89557, United States;2. University of Arizona, Family Studies & Human Development, 650 N. Park Ave., Tucson, AZ 85721, United States;1. Trimbos Institute, PO Box 725, 3500 AS Utrecht, The Netherlands;2. Trimbos Institute, Epidemiology and National Mental Health Monitor, PO Box 725, 3500 AS Utrecht, The Netherlands;3. Utrecht University, Department of Interdisciplinary Social Science, PO Box 80140, 3508 TC Utrecht, The Netherlands;4. Utrecht University, Department of Developmental Psychology, PO Box 80140, 3508 TC Utrecht, The Netherlands;1. School of Social Work, Virginia Commonwealth University, United States;2. School of Social Work, University of North Carolina, Chapel Hill, United States;1. Department of Psychology, Suffolk University, 41 Temple St., Boston, MA 02114, United States;2. Department of Psychology, University of Massachusetts Boston, 100 Morrissey Blvd., Boston, MA 02125, United States;1. De Bascule, Academic Center for Child and Adolescent Psychiatry, Meibergdreef 5, 1105 AZ, Amsterdam, The Netherlands;2. University of Amsterdam, Department of Child and Adolescent Psychiatry, Academic Medical Center, Meibergdreef 5, 1105 AZ, Amsterdam, The Netherlands;3. University of Twente, Institute for Innovation and Governance Studies (IGS), School of Management & Governance, PO Box 217, 7500 AE, Enschede, The Netherlands;4. Center for Children, Families and Communities, Central Michigan University, Mt. Pleasant, MI 48858, United States |
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| Abstract: | Infants and toddlers who experience physical abuse and/or neglect are at a severe risk for disruptions to emotion regulation. Recent prevention and treatment efforts have highlighted center-based child care as an important setting for providing support to the needs of these children, as child care centers are already an existing point of entry for reaching high-risk families. Guided by ecological theory, this review draws on the maltreatment and child care literatures to consider the opportunity for child care centers, specifically teacher-child interactions within the classroom, to support the unique regulatory needs of maltreated infants and toddlers. Existing research on the effects of child care for children facing other types of risk, as well as research with maltreated preschool children, provides a foundation for considering the role child care may play for infants and toddlers, whose emotion regulation skills are just emerging. More research is needed regarding teachers' roles in facilitating effective emotional experiences in the classroom that meet the unique needs of maltreated children. Additionally, early childhood teacher training that focuses on infant/toddler mental health and a trauma-informed perspective of care, as well as structuring child care centers as communities of support for high risk families, all may aid child care centers in better serving this vulnerable population. |
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