Early childhood educators' perspectives of the social functioning and strengths of children exposed to intimate partner violence

Abstract

Background

Exposure to IPV can negatively impact children's social functioning. However, children exposed to IPV can also display significant strengths. The early educational environment can be a key factor promoting resilience outside of the family, with early educators in an ideal position to identify a broad range of social challenges, strengths and needs of children exposed to IPV. Despite this, no known studies have investigated early childhood educators' perspectives of the impacts of IPV on children's social functioning and their strengths. Understanding early educators' perspectives could help to provide insight into the social challenges, strengths and needs of children exposed to IPV.

Objective

The aim of this study was to understand the social functioning and strengths of children exposed to IPV from the perspective of early childhood educators.

Participants and setting

Semi-structured individual interviews were conducted with 12 early educators in a caring role for children aged three to five in Victoria, Australia.

Method

Thematic analysis was used to analyse the interviews.

Results

The first theme identified was impacts of IPV on child development that disrupts social functioning. Subthemes included: (i) difficulties with attachment and trust, (ii) emotional distress and dysregulation, and (iii) impacts on speech and language. The second theme identified was impacts of IPV on social play and peer relationships. Subthemes were (i) disconnection from peers through withdrawal or aggression, (ii) difficulties with social skills and play, (iii) trouble building and maintaining friendships, and (iv) vulnerable to being bullied. The final theme was children's strengths with subthemes including: (i) children's capacity for curiosity and learning with trusted relationships and (ii) learned ways of coping.

Conclusions

This study provided a comprehensive understanding of how IPV affects children's social relationships within an early educational context. The findings also highlighted how educators can be a key relational support for children exposed to IPV which is able to facilitate their capacity to learn skills such as emotion regulation and build their ability to engage in play and friendships. Further research on educators' experiences and training needs when supporting the social functioning and strengths of children exposed to IPV is needed.