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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58 Young Children
Fall 2026