The Repository @ St. Cloud State

Open Access Knowledge and Scholarship

Date of Award


Culminating Project Type

Starred Paper

Degree Name

Early Childhood Special Education Studies: M.S.


Child and Family Studies


School of Education

First Advisor

JoAnn Johnson

Second Advisor

Ming Chi Own

Third Advisor

Bradley Kaffar

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Keywords and Subject Headings

Trauma Child Development Repair Resilience


The Effects of Trauma on Early Childhood Development

The purpose of this paper is to review research literature on how trauma and traumatic events impact early childhood development. If children experience trauma early in life, will their development be impacted? Fortunately, infant mental health and early childhood mental health are at the forefront of early childhood research to discover if and how trauma impacts development. Qualitative and quantitative research was reviewed and used to create this paper. All six studies were reviewed regarding the effects of trauma on early childhood development and young children’s brains. Changes in brain formation, the brain’s response to stimuli, and impacts on child development were main focal points all articles shared. Educators and those working with young children must be aware of the symptoms of trauma and the effects on child development.

Building Resilience and Repair in Children after Trauma

The purpose of this paper is to review research literature on how educators can build resilience and repair in children after trauma and stress. Training educators, child care professionals, and other individuals who work with or around children on a daily basis, to build resilience, is a major goal in the world of Early Childhood Education. Many of these trainings include promoting repair in children after trauma and ongoing stress and supplying caregivers and educators with a variety of resources. I review five qualitative and quantitative studies reported over the last five years that examine building resilience and repair in children after experiencing trauma.


I would first like to thank my advisor, JoAnn Johnson (JJ), of the Child and Family Studies and Early Childhood Special Education programs at St. Cloud State University. JJ provided support and encouragement to me while writing my starred papers. Not only did JJ guide me through Graduate School, she also nurtured my learning as an undergraduate.

I must express my profound gratitude to my husband, Michael, my mom, LaJoy, and friend, Sandy Kiekow for providing me with unfailing support and continuous encouragement throughout my years of study and through the process of researching and writing these starred papers. This accomplishment would not have been possible without them.

Thank you.

Adrianna Evers