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
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Fall 2026