Date of Award
5-9-2026
Document Type
Thesis
Degree Name
Master of Arts in Education
Department
Education
Program
Trauma and Resilience in Educational Settings
Capstone Instructor
Professor Timothy Hasser
Second Reader
Professor Theresa Marty
Keywords
trauma-informed education, play-based learning, emotional regulation, self-regulation, resilience, social-emotional development, early childhood education, classroom environments, trauma-sensitive classrooms, social-emotional learning, student autonomy and agency
Abstract
This Capstone Paper examined the impact of trauma-informed, play-based learning on resilience and emotional regulation in preschool and kindergarten-aged children. The purpose of the literature review was to explore how play, when grounded in developmentally appropriate, brain-based, and relational practices, supported emotional regulation and adaptive coping in young children who had experienced adversity. A review of 16 scholarly, peer-reviewed studies from multiple countries, including the United States, China, Canada, Germany, Zambia, Vietnam, Malaysia, and Indonesia, was conducted, incorporating qualitative, quantitative, and mixed-method research, as well as case studies, quasi-experimental interventions, and correlational analyses. Evidence from the literature indicated that play consistently supported the development of self-regulation, problem-solving, persistence, and executive functioning skills, while both structured and unstructured play experiences, including imaginative, physical, and nature-based play, provided repeated opportunities for children to practice coping strategies, manage emotions, and build resilience. Classrooms that are grounded in trauma awareness are characterized by predictability, emotional support, and co-regulation further enhanced these outcomes, with educator practices such as responsive interactions, scaffolding, and intentional facilitation of play identified as critical in maximizing children’s development. Collectively, the research demonstrated that trauma-attuned, play-enriched education served as a powerful mechanism for fostering emotional well-being, resilience, and adaptive behavior in early childhood settings, highlighting the importance of intentionally integrating trauma-responsive, exploratory learning-based approaches into early education.
Keywords: trauma-informed practice, play-based learning, emotional regulation, resilience, early childhood