Adverse Childhood Experiences, Attachment, and the Early Years Learning Environment Research and Inclusive Practice

Adverse Childhood Experiences, Attachment, and the Early Years Learning Environment explores the concept of learning by presenting research and illustrations from practice on three major topics: adverse childhood experiences, attachment, and environment. Each child has a unique reaction to adversity in the early years, and the book discusses the effect upon approach and avoidance motivation for learning, and the rationale of trauma-informed practice. The influence from a secure attachment figure is explored, and links between emotions and involvement are presented.The book highlights the current indoor and outdoor use of natural green spaces as a response to attention-fatigue and promotes comprehension of the issues in a context of attention restoration theory. Intervention for extended families is presented as an approach to supporting development and attainment in each generation, and to achieving a legacy beyond the professional network.This book will appeal to academics, researchers, and postgraduate students in the fields of early years care and education. It will also appeal to those working within children’s services.

DedicationAbstractIntroductionChapter 1: Adverse Childhood ExperiencesChapter 2: Attachment Chapter 3: Learning environmentsChapter 4: Adverse Childhood Experiences, Attachment, and the Early Years’ Learning EnvironmentIndex

Hazel G. Whitters is a Senior Early Years Worker/Child Protection Officer in a family service in Glasgow, Scotland. Hazel’s research includes studies on the parent–professional relationship in child protection, and attachment in the early years, and primary 1–3.