Crisis and Emergency Contexts
Family violence, climate-related incidents, displacement, and other calamities are a few examples of crisis and emergency contexts. Family violence and natural disasters or climate-related calamities are two crucial contexts for early childhood educators. Family violence composes physical, emotional, psychological, sexual, or financial abuse, as well as actions taken by one individual to control or dominate another family member. Even when violence is not specifically aimed at children, it can nevertheless have an impact on them (Grace et al., 2022).
Because a crisis can simultaneously impact several levels of children's settings, Bronfenbrenner's ecological systems theory offers a helpful framework for comprehending various circumstances. For instance, the child's house, ECEC service, neighborhood, access to healthcare, and larger community could all be impacted by a bushfire. Similar to this, family violence can have an impact on relationships inside the family and necessitate the involvement of the legal, medical, and social care systems (Bronfenbrenner, 1994).
Additionally, trauma-informed practice and trauma theory are extremely pertinent. Children's stress reactions can be triggered by crisis situations, which can also have an impact on their relationships, behavior, and feelings. Physical and emotional safety, regular routines, supportive connections, choice, and empowerment are all prioritized in trauma-informed practice (Wall et al., 2016).
Impacts
Children who witness family violence may suffer from worry, fear, trouble sleeping, trouble focusing, and emotional dysregulation. While some childrens may show signs of hostility or greater discomfort, others may withdraw. It's important to remember that children react differently, so teachers should not assume that a certain behavioral response is a sign of trauma (AITSL, 2022).
Crises may also have an impact on staffing, attendance, communication, infrastructure, and learning continuity for ECEC services (Grace et al., 2022). It can be necessary for services to temporarily close, move, or modify their offerings. By establishing emotionally safe spaces, communicating effectively with families, and preserving familiar routines whenever feasible, ECEC services can offer stability. Teachers can help children process their experiences after a crisis by using play, art, storytelling, and dialog without pressuring them to discuss painful incidents.
Social Policy and Australian Responses
Australia has several policies to take care of emergency and crisis situation. A standard method for determining, evaluating, and controlling family violence risk in Victoria is the Family Violence Multi-Agency Risk Assessment and Management Framework (MARAM). The Victorian family violence information-sharing and reporting framework may impose obligations on early childhood professionals.
The Australian Disaster Resilience Framework encourages a common national strategy to disaster resilience for natural disasters. Emergency management plans that cover evacuation, communication, reunification, and continuity of care are necessary for early children programs at the local level. By emphasizing that disaster preparedness and child safety are professional obligations rather than elective practices, these policies have an impact on educators. We must be aware of their service's emergency protocols, reporting requirements, and suitable channels for exchanging information.
Five Evidence-Based Strategies for Practice
| Evidence-based Strategy | Application in Practice |
|---|---|
| Prepare children for emergencies | Introducing children to few age-appropriate emergency situation handling practices |
| Using play to express emotions | Including emotion expressing play where each child feels comfortable sharing their feelings |
| Keeping predictable routines | Making certain planning for children, especially those who are feeling uncertain at home |
| Creating "People I Feel Safe With" chart | Displaying and adding pictures of people and caregivers that children feel comfortable with, to enhance safety |
| Supporting whole family by arranging Family Day of the Week | With legal consent, interacting with each family once a week on a deep manner to know the situation of the family, without overstepping |
Community and Professional Partnerships
It offers assistance with emergencies and disasters, including initiatives for community rehabilitation and readiness.
Collaboration:
Use right resources provided by them to refer families
It offers assistance to families in Victoria who are victims of family violence and who are struggling with their safety and well-being
Collaboration:
Provide local referral channels for trauma-induced families
It offers assistance to victims of marital abuse in Victoria around-the-clock.
Collaboration:
Establish trauma-informed practices for respective families
It offers help in crisis and wellbeing support.
Collaboration:
Provide families knowledge about crisis emergency support while maintaining professional boundary
It Information about floods, hurricanes, and other emergencies is provided for disaster response and preparedness.
Collaboration:
Can make use of its resources
Resources for Educators and Children
Projects, Programs, or Websites
Teachers can use the tools to increase their knowledge and give families relevant referral information.
It offers educators and other professionals professional development opportunities and tools for trauma-informed practice.
It makes information regarding children's mental health, anxiety, grieving, and helping them throughout challenging times easily accessible to parents and experts.
It offers information about care, safety, and precaution to emergencies and recover after casaulties.
Children’s Storybooks
Teachers can use it to assist children in identifying emotions and reliable persons who can aid them.
The book's narrative is helpful for discussing the value of listening and emotional support.
Teachers can use children's observations and stories to examine emergencies, emotions, helping others, and community healing because it doesn't contain much text.
Videos, Educational shows, Podcasts
It offers age-appropriate materials intended to assist young children in comprehending challenging situations and creating coping mechanisms.
Children can become acquainted with community volunteers and lessen their fear of emergency situations
Teachers might use materials that encourage connection and emotional expression.
Certain incidents can help kids develop their emotional literacy, problem-solving abilities, and coping mechanisms after difficult situations.
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