ERIC Number: EJ1170901
Record Type: Journal
Publication Date: 2018-Mar
Abstractor: As Provided
When Trauma Hinders Learning
Barr, Donald A.
Phi Delta Kappan, v99 n6 p39-44 Mar 2018
Many kindergarten teachers have encountered children who enter school lacking the ability to control their behavior, but they may not understand the social and biological processes behind these children's disruptive behavior. The author reviews research into early childhood brain development to explain how trauma and chronic stress can make it difficult for them to build the executive function skills needed in the classroom. By incorporating social-emotional learning, teachers in the early grades can help these children manage their emotional responses and succeed in school.
Descriptors: Trauma, Kindergarten, Interference (Learning), Self Control, Behavior Problems, Physiology, Cognitive Development, Stress Variables, Executive Function, Social Development, Emotional Development, Teaching Methods, Academic Achievement, School Readiness, Developmental Delays, Brain Hemisphere Functions, Child Development
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Kindergarten
Authoring Institution: N/A
Grant or Contract Numbers: N/A