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In almost every early care and education (ECE) program across the country, there are children who have experienced trauma or who will, during their early childhood, experience traumatic events. Trauma in early childhood takes many forms, including abuse or neglect, witnessing violence, and having prolonged separation from or loss of a parent. An extensive body of research has documented the negative impacts of trauma on young children’s behavior, learning, and other long-term school- and health-related outcomes. The prevalence of early childhood trauma is difficult to establish, as researchers typically focus on specific forms (e.g., child abuse and neglect). However, one study found that 70 percent of children endure three or more adverse childhood experiences—highly stressful or traumatic events—by the time they reach 6 years old. The high prevalence of trauma and the potential magnitude of its effects underscore a critical mandate for ECE programs and associated systems: to identify and implement promising strategies for supporting the healthy development of children who are victims of trauma. Children in families at all economic levels experience trauma, but early childhood trauma occurs more often in families facing financial hardship. Because many young children spend long hours in ECE programs, it is important to understand the challenges of children who experience trauma, of their families, and of their teachers. It is equally important to identify features of programs (both center-based and in homes) that help these children form positive relationships, feel safe and secure, and enjoy learning and playing with their peers and caregivers.

The primary purpose of the federal Maternal and Child Health Bureau, Health Resources and Services Administration's (MCHB-HRSA) State Maternal and Child Health Early Childhood Comprehensive Systems (ECCS) grants is to assist states and territories in their efforts to build and implement comprehensive statewide systems of care that support family and community approaches to promote positive early development and early school success for young children. These grants originated with a MCHB-HRSA Strategic Plan for Early Childhood that called on State Title V MCH programs to use their leadership and convening powers to foster the development of cross-agency early childhood systems development planning. Building a more comprehensive early childhood system requires intentional efforts to bridge the gaps created by multiple, discrete funding streams for early childhood services to create a deliberate framework to foster integrated early childhood service systems at the federal, state, and community levels. This Project THRIVE Short Take summarizes the results of Project THRIVE's review and analysis of state ECCS plans, reports, and other related documents related to early childhood systems.

A compilation of selected Research Connections resources focused on early childhood comprehensive systems (ECCS), including a summary of issues addressed in the literature, and a listing of resources in the following areas: overview of and recommendations for building early childhood systems; state examples, results, and findings; and funding and maximizing resources for early childhood systems