Trauma-Informed Practice: Nurturing the Art of Being, Becoming and Belonging

Explore how Trauma-Informed Practice (TIP) fosters well-being, belonging, and resilience in early learning environments. This workshop delves into emotional literacy, diverse perspectives, and applied strategies to create supportive, inclusive spaces. Through case studies and experiential activities, participants will examine connections between knowledge, frameworks, skills, and tactics, building practical tools for integrating TIP into their daily practices. With a focus on self-directed exploration and collaborative learning, attendees will leave equipped to balance theory with actionable steps, ensuring meaningful progress in their work with children and communities. Ideal for intermediate to experienced educators. This workshop emphasizes the art of being, becoming, and belonging.

Living Inquiries:  

• Well-being and belonging.
• Others, Materials and the World.
• Communication and literacies.
• Identities, social responsibility, and diversity.

Pathways:  

• Trauma-Informed Practice (TIP): A Holistic Framework
• TIP prioritizes the well-being of all individuals and their connections—with self, others, community, and the environment. It fosters a sense of belonging, emphasizing that belonging is a personal choice. This approach provides a foundation for building a sense of agency.
• TIP respects connections through acknowledgment, validation, mindfulness, collegiality, and community building. It encourages exploration of these relationships, examining factors both within and beyond the immediate context, involving others, materials, and the broader world.
• TIP is essentially applied emotional intelligence, combining trauma-informed literacy with communication best practices to foster understanding and effective interactions.
• TIP addresses critical issues related to LGBTQ2+ identities, ethnocultural and Indigenous perspectives, neurodivergence, and other factors that group or differentiate individuals. It integrates these dimensions to nurture inclusivity and social responsibility.

Suitable for adult instructors/ECE Administrators, parents/guardians, intermediate and experienced early care and learning professionals working with children of all ages from infants/toddlers to school age children, including children with extra support needs.

Facilitator(s): Tyler J. Summers and Tony Tsang