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Abstract
Many kindergarten teachers have encountered children who enter school lacking the ability to control their behavior, but they may not understand the social and biological processes behind these children’s disruptive behavior. The author reviews research into early childhood brain development to explain how trauma and chronic stress can make it difficult for them to build the executive function skills needed in the classroom. By incorporating social-emotional learning, teachers in the early grades can help these children manage their emotional responses and succeed in school.
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