In“ Play in the Primary Grades: How Educators Can Embed Guided Play to Meet Curricular Goals,” Robyn Ridgley, Katherine A. Mangione, and Martin Ridgley outline how educators can follow a set curriculum while embedding play into lessons. They share examples of how the third author created guided play opportunities with first graders while using the high-quality instructional materials required by their state.
Finally,“ Guided Play as a Tool to Support Children Experiencing Trauma,” by Katie Fields, Emily Spivey, and Barb Carter, explores how guided play can be adapted to support children who have experienced trauma. The authors ground their explanations and real-life examples in research on guided play and trauma, alongside their firsthand observations in early childhood settings.
What is exciting about the field is that our understanding of even fundamental ideas continues to grow. I hope this issue deepens your thinking about guided play and offers practical strategies to bring guided play to life in your setting.
— Annie Moses
On a recent visit to a NAEYC-accredited early learning program in Dallas, Texas, Susan Friedman( NAEYC senior director of publishing and content development) captured a display of children’ s writing and drawing.
Photograph: © NAEYC. Copyright © 2026 by the National Association for the Education of Young Children. See permissions and reprints online at NAEYC. org / resources / permissions.
Is your classroom full of children’ s artwork?
To feature it in Young Children, see NAEYC. org / resources / pubs / authors-photographers / photos or email editorial @ naeyc. org for details.
Fall 2026 Young Children 5