Welcome!

Post COVID-19, teachers observe that students entering early childhood education (ECE) are behind in socialization, critical thinking and executive function skills. We work with educators to put strategies into “play” that help overcome these challenges. Please email dr.mel@childhoodtoday.net for information.

Vision:

Well-educated students graduate high school mindful of themselves and each other; especially children who have experienced trauma. How? Three ways:

1. Professional development and advocacy

   -Public speaking on promoting mental health in schools.

   -Using neuroscience and brain development research to optimize learning.

   -Facilitating trauma-informed/mental health workshops, including brain development, Social Emotional Learning (SEL), and Emotional Intelligence (EQ).

2. Organizational growth

   -Implementing cultures that promote mental health and a sense of belonging.

   -Designing trauma-safe classrooms, schools, and districts.

   -Helping teachers develop classroom management systems aligned with mental health best practices.

3. Curriculum design and enhancements

   -Adding executive function and critical thinking skill development to daily lesson plans.

   -Promoting deep learning and brain development through play and serious play.

   -Teaching and promoting resilience, self-management, and social responsibility.

Contact me

Please email! dr.mel@childhoodtoday.net

Background Information

Early trauma coincides with the time in a child’s life when brain development is most active. It is not surprising that children, who have developed acute fight, flight, freeze and fawn stress responses, often require training to enhance executive function skills like: Critical thinking skills, self-management, organization, resilience and setting healthy boundaries.

As these skills become stronger, the frontal lobe of the brain changes its structure. The best way to help young children learn executive function skills is through play and practice. As children progress through kindergarten and elementary school, one of the best ways to develop executive functions skills is during group project work. Executive function skills include the following:

What Brought Us Here

Early trauma has serious long-term effects on physical and mental health long after childhood has ended (Adverse Childhood Experiences ACE 1995-97 studies). The effects have been shown to be physically and mentally life-altering and life-threatening. All it takes is one adult to change the life of a child for the better.

Where? School. Educators in school systems can help create a generation of graduates who are emotionally healthy, socially responsible and academically strong. Start early in preschool programs, kindergarten and elementary school. Simultaneously, develop a district wide culture that prioritizes social responsibility and strong academics. The culture will send steady messages about how we treat ourselves, and each other in play, while learning and during conflict.

Why is it Important?

Challenges are a natural part of life and living. Building self-confidence and resilience happens step-by-step as challenges get more complex.

Children choose daily. Will they make the right choices? Will they choose success, happiness, joy, and resiliency? These are difficult choices, especially for children who have experienced early trauma. Fortunately, choosing is a skill. It is up to adults to help children learn to think about and manage their choices.

Contact me

Please email! Dr.mel@childhoodtoday.net