The early childhood teacher’s pastoral role in supporting parents of traumatised children: A neuroscientific perspective

Abstract

Childhood trauma as a consequence of complex social challenges is prevalent in South Africa. The pastoral role of the early childhood  development (ECD) teacher includes the support of parents with children who have suffered trauma, to promote the well-being of both  the child and the parent. Underpinned by the framework of Maslow’s hierarchy of needs, a systematic literature review was conducted to  investigate the contribution of neuroscientific theory to understanding the scope and the effects of childhood trauma to devise evidence- based parental support strategies for ECD teachers. Using a hermeneutic inquiry methodology, 4 key topics identified through the  literature review were analysed: understanding trauma and its impact on children; the neurobiological effects of trauma on brain  development; the ECD teacher’s pastoral role in supporting parents with traumatised children; and neuroscientific perspectives on  parental support for traumatised children. The study provides insights into how various forms and causes of trauma intersect with their  neurobiological impacts on children, and how ECD teachers’ pastoral roles may be leveraged to support recovery. This understanding led  to the development of practical strategies for teachers and parents that may significantly contribute to establishing a nurturing  environment that promotes recovery and growth in children who have experienced trauma.