Trauma has biological and psychological effects that can influence behavioral, social, and emotional domains. Trauma in early childhood can also hinder development and interfere with healthy relationships and functioning in school. The intention of this study was to understand how early childhood educators comprehend trauma experienced by children ages 0--5. Additionally, this study examines the strategies and practices early childhood educators use in the classroom while working with children who have experienced trauma at a young age. Data was collected through in-depth semi-structured interviews with three early childhood educators who have worked in trauma informed centers for two or more years in the Bay Area. In trauma informed and responsive early childhood settings, caregivers have a strong understanding of how chronic stress and the impact of trauma affects the children in their care. Results suggest that early childhood educators who work through a trauma informed lens understand and place importance on how trauma affects the brain development of a child, the child's unique communication style, and the importance of the relationship between the child and the caregiver. This understanding relates to how the caregiver approaches the child during stressful moments, implements classroom strategies, and what type of support they seek from their colleagues. The current study contributes to the field of early childhood development and trauma informed practices by examining the caregiver perspective and emphasizing the need for future training's in trauma informed practices for all early childhood educators.