A review of trauma-informed neuroscientific theory to unpack the early childhood education teacher’s pastoral role in South Africa

Abstract

Background: This review explores the pastoral role of early childhood development (ECD) teachers through a trauma-informed lens, grounded in neuroscience. Traumatised learners experience neurobiological changes that hinder cognitive and physical functioning. The review highlights the importance of pastoral support in ECD because of learners’ increasing mental health needs. Teachers must be equipped with various strategies to support emotional development, and collaborate with school nurses, counsellors, and psychologists, especially those specialising in ECD, to foster learners’ well-being and growth.

Aim: This study aimed to examine the ECD teacher’s pastoral role, informed by neuroscience, in supporting learners with childhood trauma.

Setting: The study focuses on ECD teachers in South Africa working with young learners affected by trauma.

Methods: A contextual and conceptual literature review was conducted using inclusion and exclusion criteria. Data were analysed through hermeneutics and interpretivism.

Results: Understanding neuroscientific principles can transform the ECD teacher’s role, offering insights into trauma’s neurological effects. Teachers can implement resilience-building strategies and create trauma-informed environments that support learners’ emotional, cognitive, and social development.

Conclusion: Neuroscientific theories can reshape the ECD teacher’s pastoral role, fostering safe, trusting spaces for learners’ growth. This approach helps to mitigate the effects of trauma, promoting resilience and social competence in learners, and contributes to a supportive learning environment.

Contribution: Trauma-informed, neuroscience-based practices enable ECD teachers to prioritise empathy, safety, and trust, addressing the needs of traumatised learners and promoting resilience through early intervention.