Wakabayashi, TomokoKadi, Aisha OmarBhargava, AmbikaRicks-Doneen, JulieVannest, Rebecca2026-07-172026-07-172026-01-01https://hdl.handle.net/10323/22152Young children who have experienced trauma often struggle to communicate their emotions verbally, making it challenging for early childhood teachers to identify and respond to their needs. This qualitative case study explored how kindergarten teachers in Saudi Arabia understood, implemented, and reflected on the use of Feelings/Emotion Picture Cards (FEPCs) as a tool to support emotional communication in early childhood settings. The study addressed three research questions: (1) What are kindergarten teachers’ understanding and perceptions of FEPCs before and after training?; (2) How do teachers describe their implementation of FEPCs, including the challenges, student reactions, and daily classroom practices?; and (3) What best practices do teachers identify for effectively incorporating FEPCs into early childhood education settings? Six kindergarten teachers from a private school in Makkah, Saudi Arabia, participated in the study. Data were collected through pre- and post-training surveys and two rounds of semi-structured interviews with each teacher. Thematic analysis revealed significant growth in teachers’ conceptual understanding of FEPCs following professional development. Teachers integrated FEPCs into morning routines, transition activities, viii conflict resolution, and reflective discussions, noting improvements in children’s emotional vocabulary, empathy, and self-regulation. Challenges included time constraints, cultural sensitivities, and uncertainty when responding to trauma-related disclosures. Teachers also reported a notable shift in their professional identities, recognizing the importance of emotional attunement and trauma-informed practices alongside academic instruction. This dissertation contributes to the limited literature on trauma-informed, art-based emotional tools in non-Western contexts and underscores the critical role of visual strategies in supporting young children’s emotional well-being. By focusing on kindergarten teachers in Saudi Arabia, this study addresses that gap and extends the literature on trauma-informed, art-based strategies in early childhood education.Art-based interventionsChildhood traumaEmotional expressionFeelings/Emotion Picture Cards (FEPCs)Trauma-informed practicesVisual communication tools