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Defines major theoretical perspectives on play and highlights how pandemic-related isolation reshapes opportunities for play, potentially increasing psychological stress and long-term vulnerabilities. Connects play to resilience by supporting problem-solving, managing feelings, autonomy, and stress regulation, while also examining play’s therapeutic value when children face trauma.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/play-and-trauma-in-young-children-during-a-pandemic/601156/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/play-and-trauma-in-young-children-during-a-pandemic/601156.png","ImageObject",300,407,{"name":92,"@type":93},"LangkahRina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is play difficult to define in early childhood development?","Question",{"text":112,"@type":113},"Play is hard to define because it is abstract and carries multiple meanings for different children and groups. The text also notes several theoretical components that describe what play involves.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does play contribute to resilience in young children?",{"text":117,"@type":113},"Play helps children reduce stress, problem-solve, manage strong feelings, and express thoughts verbally and non-verbally. It also supports confidence and builds a pathway toward adaptability and positive outcomes.",{"name":119,"@type":110,"acceptedAnswer":120},"What happens to children’s play and well-being when schools close during a pandemic?",{"text":121,"@type":113},"With reduced social settings, children may lose opportunities for joy and familiarity, increasing the risk of trauma. The document links isolation to lower academic achievement and greater long-term psychological stress.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601156,1792667370,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":52},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Play and Trauma in Young Children During a Pandemic  \nRuth V. Guirguis and Jennifer M. Longley  \nChildren learn through play and it is because of this optimal relationship that exists between the two that has categorized play and development as a complex phenomenon. Johnson, Christie and Wardle (2005) write that “play provides vital functions, such as general and skill learning strategies, as well as creative thinking, positive self-esteem and divergent thinking”(p. 199) . The term play is hard to define and articulate because play is abstract and has multiple meanings for different groups and individuals. According to Vygotsky (1978), play was a vehicle for the child to behave beyond their chronological age. Vygotsky (1978) describes play as having three main components, one being the ability fora child to create an imaginary situation, the second taking on and acting out roles, and the third, following a set of rules that were determined by the roles children took on during play during social or group settings. Hence, supporting much needed social skills and processes that foster a positive social development. The ambiguities of play, specifically the intricate functions between what play entails and the aligned developmental outcomes of play, makes defining play challenging. Sutton-Smith (1997) defines the ambiguities of play as a progressional function through seven rhetorics: developmental play, risky play, sports play, cultural play, imaginary play, solitary play, and frivolous play. Moreover, play is existential, simple, complex, and “characterized by dualities that are genetic, affective, performative, experiential, and culturally relative”(Sutton-Smith, 2008, p. 118) .  \nPlay in the lives of children is a form in which children learn to interact with one another in ways that are acceptable in social contexts established by society and history. It is the extent of the social competence that a preschool child holds that is used as an indicator for school readiness (Mathieson & Banerjee, 2010) . But,  \nwhat happens to play and processes/skills it supports, when schools are closed and social settings are not an option? What happens to scaffolding play when teachers are behind a computer, and parents become stay-at-home educators? Moreover, what happens to play and to children when we are isolated? What does play look like during a pandemic? Looking at the typeof play and how to support play to avoid further trauma from isolation is a time-sensitive topic. Sutton-Smith (2016)  \nstates that play is a representa  \ntion of human challenges and the behaviors needed for survival. Furthermore, play is not just a mechanism for supporting academic achievement in young children, but also a form of supporting emotional survival during a crisis (Sutton-Smith, 2016) .  \nPlay and Resilience  \nImperative to the interrelation between play and psychological underpinning, is the development of resilience. Resilience is better defined as overcoming challenges and one’s adaptability to adversity that lead to positive developmental outcomes. Play allows children to reduce many of the stresses that they face while learning new skills. Specifically, play allows children to problem solve manage strong feelings, express thoughts, and feelings both verbally and non-verbally, and develop confidence in their abilities (UNESCO, 2019) .  \nHence, building a playful pathway towards resilience in children requires active engagement and scaffolding from educators and primary caregivers. More importantly, this playful pathway will allow young children to develop a sense of efficacy and control over their immediate environment. Building resiliency in children is a form of a “mediating process, that address a functional domain in a child’s development and enhances it. A pathway to resilience can be described as a process that is supportive of a child’s healthy holistic development”(UNESCO, 2019, p. 15) .  \nPlay as a pathway to resilience provides young child","cbCaicySumAZH0hU","https://ap.wps.com/l/cbCaicySumAZH0hU","pdf",99550,"English","# Play and Trauma in Young Children During a Pandemic\n## Play and Resilience\n## Play and Trauma During Isolation\n## Play’s Therapeutic Role","[{\"question\":\"Why is play difficult to define in early childhood development?\",\"answer\":\"Play is hard to define because it is abstract and carries multiple meanings for different children and groups. The text also notes several theoretical components that describe what play involves.\"},{\"question\":\"How does play contribute to resilience in young children?\",\"answer\":\"Play helps children reduce stress, problem-solve, manage strong feelings, and express thoughts verbally and non-verbally. It also supports confidence and builds a pathway toward adaptability and positive outcomes.\"},{\"question\":\"What happens to children’s play and well-being when schools close during a pandemic?\",\"answer\":\"With reduced social settings, children may lose opportunities for joy and familiarity, increasing the risk of trauma. The document links isolation to lower academic achievement and greater long-term psychological stress.\"}]","Play and Trauma in Young Children During a Pandemic | PDF",1792092086]