Guided Play as a Tool to Support Children Experiencing Trauma
By Katie Fields, Emily Spivey, and Barb Carter
Stressful and traumatic events, such as violence, weather disasters, family separation, and racism, affect almost half of all children nationally. These adverse occurrences can happen during a single event, or they can be ongoing. They disproportionately affect children from historically marginalized groups, further compounding the systemic inequities these children and families already face (Sacks & Murphey 2018; Allwood et al. 2021).
Researchers have linked early adverse experiences to negative outcomes as children grow, particularly if they experience multiple stressors or ongoing trauma. Their sense of safety, power, and personal value can be negatively affected (SAMHSA 2014). If not addressed, children who have experienced ongoing trauma are more likely to experience future mental health issues, substance abuse, physical health issues, and diminished professional and educational opportunities (SAMHSA 2014; Erdman & Colker, with Winter 2020).
While educators are tasked with creating caring communities for all learners, this is particularly important for children who face adverse experiences during early childhood. Early childhood educators have a responsibility to recognize the signs of stress and trauma in young children and to respond in ways that are developmentally appropriate, equitable, and culturally responsive (NAEYC 2019, 2020). This means moving beyond simply being trauma-informed, or aware that trauma exists. Instead, we argue that educators must become trauma-responsive, actively adjusting their practices to meet each child’s needs (Fields & Davis 2025). A trauma-responsive approach is grounded in scaffolded, play-based interactions (Erdman & Colker, with Winter 2020) that encourage children’s sense of safety, positive relationships, and agency and that consider how systemic inequities might affect children and families (Venet 2021).
Guided play is one strategy that early childhood educators can consider using in their repertoire of practices to cultivate caring classroom communities (Zosh et al. 2022). As educators set up playful learning environments and gently scaffold children to work toward specific learning goals, they can build a sense of safety, positive relationships, and agency for children. In this context, educators can support children to process trauma, both collectively and individually (Sciaraffa et al. 2018; Erdman & Colker, with Winter 2020).
We (the authors) are early childhood education professors with years of classroom teaching experience and ongoing work with pre- and in-service teachers. Our expertise is in trauma-informed practices (first author), guided play (second author), and family engagement and partnership (third author). In this article, we examine the potential intersection of these areas and offer strategies for creating equitable, inclusive guided play spaces. We base our insights and recommendations on the existing literature on trauma and on guided play as well as our own observations, research, and experiences in early childhood settings, preschool to grade 3.
What Trauma Looks Like in the Early Childhood Setting
Ms. Lori’s classroom is bustling with activity during center time. In the construction center, three 4-year-old children are deep in tornado play, which has emerged after a recent community disaster. Using the various emergency vehicles Ms. Lori has added to the construction area, they knock over block structures and rescue small figures from the rubble.
Other children congregate in the class library. They intently look at the books Ms. Lori has added on tornadoes. These include Otis and the Tornado, by Loren Long; Tornado! The Story Behind These Twisting, Turning, Spinning, and Spiraling Storms, by Judith and Dennis Fradin; A Twisted Tale, by Carolyn Fisher; and Hero Service Dogs, by Jennifer Boothroyd. As the children play and read, Ms. Lori observes them and gently guides their interactions.
Marco stands at the edge of the dramatic play area, clutching a baby doll and watching. Unlike his classmates, Marco’s family lost their home and nearly all of their belongings in the tornado. They spent two weeks in temporary housing offered through the Red Cross before securing an apartment in a neighboring city. Since returning to school, Marco rarely touches shared classroom materials and frequently hovers at the edges of play without joining.
Ms. Lori settles beside him and quietly offers a small basket of figures and building props. These are materials she set aside just for him.
“I wonder what kind of house we could build for this family,” she says, placing a few blocks nearby. Marco hesitates, then picks up a small figure and begins arranging blocks around it. “He needs walls,” Marco says. “Strong ones.” Ms. Lori leans in. “What else does his house need to feel safe?” Marco thinks, then adds a roof, a door, and a scrap of fabric for a bed.
In the days that follow, Ms. Lori continues sitting alongside Marco during play, using open-ended questions to extend his building and storytelling. Gradually, Marco begins inviting peers to contribute to his structures rather than protecting them. This marks a quiet but meaningful shift in his play.
While many children enter an early childhood setting having experienced some type of stress, adversity, or trauma, their responses to it vary (e.g., HHS 2025; Guyon‐Harris & Humphreys 2026). Some children exhibit external behaviors, which can include aggression or defiance, trying to control all aspects of play, or over- and under-reacting to physical contact (Porges 2011; Flynn et al. 2023). Others, like Marco, internalize their reactions. This kind of response often manifests as increased worry and anxiety, the inability to pay attention, or withdrawing from peers (Erdman & Colker, with Winter 2020; Flynn et al. 2023). Both types of responses can create challenges with transitions, hypervigilance in group settings, or an avoidance of activities that feel too open-ended or chaotic (Valdes et al. 2024), which can make it difficult for children to actively engage in play.
To provide trauma-responsive instruction, it is important to understand these general responses to trauma as well as children’s and families’ unique contexts and cultures. Spiritual beliefs, stigmas around mental health, and the compounding stressors that families face can influence how they respond to their children’s traumatic experiences (Mercado et al. 2021; Nagata et al. 2024). Families may have different perspectives on how educators and early learning programs should interact with their children. In addition, families who are exposed to the same adverse experiences as their children may exhibit internal and external signs of trauma themselves (Erdman & Colker, with Winter 2020).
Marco’s parents, for example, had their own struggles with the tornado’s impact. The loss of their home, the lack of extended family nearby, and the financial challenges of resettling all took a toll. Yet they had a trusting relationship with Ms. Lori: Marco’s mother, a first-generation Latina college student attending the local community college, comes from a culture where educators are deeply respected, and the family often sought Ms. Lori’s expertise.
Educators are called to respond to families’ different ways of reacting to trauma and to avoid making assumptions based on cultural preconceptions or stereotypes (Erdman & Colker, with Winter 2020). They must embrace the primary role that families play in children’s development and learning and consider the ways in which children’s lived experiences can affect the ways they negotiate and respond to their world (NAEYC 2019). Ms. Lori did this by working closely with Marco’s family to alleviate their concerns about his ability to cope with the tornado and its aftermath.
Guided Play as a Tool to Help Navigate Trauma
Guided play, with its balance of child choice and adult scaffolding, facilitates children’s learning across content areas and developmental domains (Hassinger-Das et al. 2017). But we have also found it useful in helping children develop the social and emotional skills necessary to process traumatic experiences. By designing trauma-responsive guided play experiences, educators can establish safe, positive, and playful interactions and begin to respond to all children’s needs.
Teachers assume multiple roles during guided play. While children lead the playful activities, educators are active participants who purposefully encourage children to broaden that play and work toward specific learning and developmental goals. They do this by
Observing children and noting common threads that develop during play (Tijnagel-Schoenaker 2017)
Listening to children’s conversations, so they can recognize areas of interest, questions, and misconceptions (Wien 2013)
Curating materials and setting up the environment to support children’s playful investigations (McDonald 2018)
Anticipating questions that children might have during their play (Lillard 2013)
Thinking about how to help children answer those questions and deepen their understanding (Lillard 2013; Toub et al. 2016)
Documenting and analyzing information to identify patterns (Wien 2013)
These steps are particularly important when guiding children who experience trauma (Erdman & Colker, with Winter 2020)—both collectively and individually. For example, in the vignette, Ms. Lori observed Marco’s avoidance and curated materials specifically for him. She used open-ended questions to scaffold his re-engagement with play and with his peers, noting the progress he made in social and emotional growth. For the whole group, she thoughtfully offered props and books to help all the children process their community’s disaster. She also observed their group play and answered any questions they had.
It is important to note that teachers are not therapists. When children’s trauma responses exceed an educator’s strategies and resources, teachers can work with program administrators to connect families with appropriate mental health and support services available within the school or the community (Erdman & Colker, with Winter 2020). They also may work within a team of mental health professionals, pediatricians, and/or school counselors to help children process trauma (Norman et al. 2021). Ms. Lori partnered with Marco’s parents by discussing changes they had observed in both his classroom behavior and his behavior at home, including nightmares. She reassured them that the themes appearing in his play were likely his way of processing and working through these experiences. Ms. Lori also encouraged the family to contact their doctor or a mental health professional if their concerns continued or increased.
Implementing Trauma-Responsive Guided Play
Building choice and structure into guided play requires a careful balance. Too much structure eliminates the agency that makes guided play so effective; too little can overwhelm children who need predictability (Toub et al. 2016). Yet children affected by traumatic experiences may need additional supports.
Toward this end, educators can establish clear, consistent routines of what to expect, such as how play begins, how long it lasts, what the clean-up process looks like, and how transitions will occur (Erdman & Colker, with Winter 2020; Fields & Davis 2025). Within this predictable structure, teachers can offer meaningful choices; for example, asking “Would you like to start in the art area, the block area, or the quiet reading space?” instead of “You can play anywhere.” These choices can continue throughout the play experience to help children develop self-awareness and coping strategies (“I notice you’re feeling frustrated with that puzzle. Would you like to try a different puzzle, take a break in our cozy corner, or ask a friend for help?”).
Paying attention to materials is also important. Educators can intentionally select items to support both children’s learning and their social and emotional interests and needs. Materials that can help soothe a child who has experienced trauma include rocking chairs, playdough, clay, bubbles, soft stuffed animals, and paper that can be crumpled and thrown away (Erdman & Colker, with Winter 2020).
Finally, children will engage in guided play in different ways (Weisberg et al. 2016). Some will jump enthusiastically into an activity; others might prefer to observe from the edges before joining. Certain learners will need movement breaks every 10 minutes while others will sustain their focus for longer periods of time. All these approaches are valid, meaning educators must plan how to accommodate multiple levels of participation within the same activity (Zosh et al. 2018).
For example, all the children in Ms. Lori’s setting had experienced the tornado. She assisted the group of children already engaged in play by providing materials and posing open-ended questions to scaffold their understanding. She individualized her response to Marco by providing additional time for him to engage in a playful activity, offering materials just outside the main play area, and asking questions to encourage his participation. She understood children’s different needs and responded to them.
Using Appropriate Scaffolds
One of the hallmarks of guided play is the adult scaffolding that leads toward specific learning goals (Hassinger-Das et al. 2017; Sanchez 2025). Building positive teacher-child relationships is foundational to this—particularly for children who have experienced trauma. Children who feel safe and valued are more willing to take risks, try new things, and engage in the kind of deep learning that guided play can provide (Sorrels 2015; Erdman & Colker, with Winter 2020).
However, while guided play intentionally provides children with opportunities to make decisions based on their strengths, interests, and needs, its open-ended nature may present challenges for children who have experienced trauma (Sorrels 2015; Erdman & Colker, with Winter 2020). If children suddenly become silly or disruptive, they may be feeling overwhelmed and using humor to cope. If they withdraw or refuse to participate, they may feel unsafe or uncertain about expectations. Children who try to control many aspects of play may be seeking the predictability they need to feel secure (Sorrels 2015; Erdman, & Colker, with Winter 2020). To ensure that their guided play opportunities are responsive to children’s adverse experiences, educators can implement several trauma-responsive scaffolds (Sorrels 2015; Erdman & Colker, with Winter 2020). These include
Guiding children to recognize their emotional states. When educators see signs that children are struggling (increased fidgeting, difficulty following directions, regression in certain developmental or learning skills), they can provide suggestions for self-regulation (“I notice your body seems to have big feelings right now. Let’s try taking three slow breaths together”; “Would it help to squeeze this stress ball while you decide what you’d like to do next?”).
Engaging in parallel activities with children who avoid play. Educators can sit near a child and engage in a similar activity, making comments like “I see you’re watching the children build with blocks. Those tall towers look interesting.” This approach validates a child’s current comfort level while keeping the door open for future engagement.
Stepping in as a coach rather than a director when peer interactions become overwhelming. “I heard Sarah ask if she could use some of those blocks. Jayden, what are some ways you could respond?” This encourages problem-solving skills while maintaining children’s agency. It also helps reduce feelings of shame by encouraging children to express their hopes, fears, needs, and dreams in a safe space.
(For suggestions on ways to partner with families and administrators in the implementation of guided play strategies, see the box below.)
Connecting with Administrators and Families Around Trauma-Responsive Guided Play
To partner with administrators and families, educators who want to introduce guided play to help children process trauma can consider
Creating play-based communities within their schools. These groups help undergird collaborative guided play planning and implementation (Nell et al. 2013). They also allow educators to share resources and trauma-responsive materials like stress balls, calm-down timers, and emotion cards (Fields & Davis 2025). As teachers look for books, webinars, and other professional development offerings to strengthen their practice and communities, they should know when a situation is beyond their scope of expertise and involve specialists.
Documenting guided play outcomes to share with colleagues, administrators, and families. These data should show how guided play encourages problem-solving skills, collaboration, executive function, task switching, and critical thinking (Cavanaugh et al. 2017; Brown et al. 2020; Skene et al. 2022). These skills are particularly important for children who have experienced stressful or traumatic experiences.
Organizing family workshops or informational sessions that draw connections between play and academic skills (Erdman & Colker, with Winter 2020) and that deepen families’ understanding of trauma-responsive practices. Families can share about their children’s play at home and in their communities, and educators can highlight when and how they facilitate play to promote children’s sense of security and overall growth. Educators can also connect about ways to foster self-care and what is feasible in each family’s context (Keown et al. 2024).
Reflections on Practice
As Ms. Lori settled beside Marco and followed his lead, she demonstrated the heart of trauma-responsive guided play: Meeting children where they are while gently and intentionally scaffolding their learning and growth. This approach requires educators to continuously reflect on their practice and to ask critical questions about how their guidance sustains all learners, such as
Am I creating predictable structures that help children feel secure while still preserving the child agency that makes guided play effective?
How do I recognize when a child’s behavior during play signals a need for additional support rather than correction?
Are my interventions building children’s capacity for self-regulation, or am I inadvertently creating dependence on adult direction?
Educators can consider integrating guided play environments with predictable structures, multiple entry points, and responsive adult scaffolding, including for children who have been exposed to stress, trauma, and other adverse childhood experiences. Guided play can be part of a broader set of practices to help children develop stronger self-regulation skills, build confidence in their ability to navigate challenges, and learn to see adults as trustworthy partners in their learning journeys.
About the Authors
Katie Fields, PhD, is an assistant professor of early childhood education at the University of Central Oklahoma in Edmond, Oklahoma. Her research focuses on trauma-responsive teaching practices. She is a foster parent and co-author of From Breakdowns to Breakthroughs. kfields11@uco.edu
Emily Spivey, PhD, is an assistant professor of early childhood at the University of Central Oklahoma in Edmond, Oklahoma. As an early childhood and preservice teacher educator, her passion for play leads her teaching and research.
Barb Carter, DEdM, is assistant chair and early childhood education faculty in curriculum and instruction at the University of Central Oklahoma in Edmond, Oklahoma. She has extensive experience ranging from preschool to university classrooms, and her expertise includes family engagement and partnerships.
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