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ERIC Number: EJ1413875
Record Type: Journal
Publication Date: 2024
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1082-3301
EISSN: EISSN-1573-1707
The Ready to Learn through Relationships (RLR) Program: Development, Feasibility, and Acceptability
Hayley J. Goldenthal; Karen Gouze; Tali Raviv; George Tragoudas; Carmen Holley; Colleen Cicchetti
Early Childhood Education Journal, v52 n3 p587-601 2024
Children are at high risk of exposure to potentially traumatic events (PTEs) during early childhood. This developmental period, marked by rapid growth in fundamental skills, may render children particularly vulnerable to adverse developmental effects. Embedding universal trauma-informed supports within early childhood education (ECE) settings has the potential to mitigate the negative consequences of early exposure to PTEs; yet there is a lack of early childhood trauma-informed prevention and intervention programming. To address this need, a collaborative partnership via a participatory research approach was formed between an academic partner and several early childhood education centers in a large urban public school district primarily serving youth of color. This exploratory study describes the development of the "Ready to Learn through Relationships (RLR) Program" that emerged from this partnership. The RLR program is based on the National Child Traumatic Stress Network (NCTSN) guidelines for school-based models of trauma-informed care (TIC) and the "boots on the ground" experiences of the participating school district's early childhood personnel. It utilizes implementation coaching to promote program installation and sustainability. Results demonstrate high levels of need for the program, as well as its feasibility and acceptability. Recommendations for future refinement, implementation, and evaluation efforts are discussed.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A