Maltreatment in Early Childhood and the Roles of Early Childhood Educators

Abstract

Although many educators feel insecure about reporting suspected child maltreatment, educators are in a unique position to identify and, subsequently, intervene in such cases. This is particularly true for those working in early childhood education settings, as the youngest children – those most vulnerable to the effects of maltreatment – are at the greatest risk for being victims of most types of maltreatment. Thus, early childhood educators should be familiar with child maltreatment and be prepared to act in these cases. The purpose of this chapter is to provide a general overview of child maltreatment. Definitions and prevalent issues will be discussed, and the potential effects of child maltreatment across a variety of domains, including cognitive, academic, social, and behavioral functioning, will be highlighted. Finally, the authors explore various responsibilities, such as mandated reporting and intervention and prevention activities, of early childhood educators.

Citation

Villarreal, V. and Castro, M.J. (2015), "Maltreatment in Early Childhood and the Roles of Early Childhood Educators", Discussions on Sensitive Issues (Advances in Early Education and Day Care, Vol. 19), Emerald Group Publishing Limited, Leeds, pp. 137-159. https://doi.org/10.1108/S0270-402120150000019010