Preparing early childhood teachers for real-time and postdisaster classrooms: invisible capes and specialized planning

• Published in: Journal of early childhood teacher education Vol. 40; no. 2; pp. 197 - 204
• Main Author: Cooper, Patricia M.
• Format: Journal Article
• Language: English
• Published: Cincinnati Routledge 03.04.2019; Taylor & Francis Ltd
• Subjects: Best Practices; Child Safety; Child Welfare; Classroom Techniques; Crisis Management; Culturally Relevant Education; Disasters; Early childhood education; Early Childhood Teachers; Educational psychology; Helping Relationship; Learning Activities; Natural Disasters; Role Playing; School Safety; Teacher education; Teacher Education Programs; Teacher Educators; Teacher Response; Teacher Responsibility; Teacher Student Relationship; Trauma; Trust (Psychology); Violence; Weapons; Young Children
• ISSN: 1090-1027; 1745-5642
• DOI: 10.1080/10901027.2019.1607634

This essay addresses two types of disasters that can affect early childhood classrooms, which deserve more attention during teacher preparation. The first includes such natural phenomena as earthquakes and hurricanes, as well man-made events, such as fires and, incredibly, school shootings. They are almost always unexpected and happen in real time. Without question, they requires teachers' immediate, direct, and complete commitment. The second type is a disaster that has passed, but requires a focused and specialized curriculum when children return to school. The critically important role of early childhood teachers as "first responders" or "helpers" during and after disaster is discussed, along with best practices related to a "pedagogy of meaning" during these times.