Play is the primary language of children, but in the wake of a disaster, it is often dismissed as a luxury. In reality, it is foundational to how children process uncertainty. Neuroscience shows that play-based learning supports emotional regulation, memory formation, and problem-solving. In crisis contexts, these benefits are amplified because structured play creates predictability in unpredictable environments. It allows the brain to transition from "survival mode" back into "learning mode" by stimulating the production of oxytocin and dopamine.

During ReGen’s workshops, play-based activities consistently outperformed lecture-based instruction. Children stayed engaged longer and demonstrated better retention because play allows them to express fear safely and regain a sense of control. It bypasses the "freeze" response of the brain, turning a terrifying concept into a manageable challenge. When a child "plays" through a flood simulation, they are building neural pathways for resilience, what scientists call "neuroplasticity" - that traditional textbooks simply cannot reach.

Furthermore, research into "Meaning-focused coping" suggests that children who engage in active, play-based problem solving are less likely to develop long-term PTSD. Play is not a distraction from climate education; it is the medium through which learning becomes possible during disruption. It transforms the child from a passive victim of a disaster into an active participant in a simulation, building the "muscle memory" needed for real-world resilience.