With toddlers, don’t expect long games or detailed conversations. Watching another child, copying an action or briefly offering a toy can be a place to start. The guides to jogo paralelo<\/a> e jogo associativo<\/a> explain these early ways of playing near and with other children.<\/p>\n\n\n\n Start by watching the game with the child who wants to join. What are the other children doing? What could this child add? You can help them find a way into the game without changing what everyone else is playing.<\/p>\n\n\n\n For example, if children are running a pretend cafe with a play kitchen<\/a>, a child who wants to join could ask, \u201cCan I bring the cups?\u201d That gives them something to do in the game that is already happening.<\/p>\n\n\n\n Help the children already playing welcome someone new. If they agree, you might suggest showing the new child where the cups go or asking what they would like to make. Once the children are talking and playing together, step back while staying close enough to help.<\/p>\n\n\n\n Children don’t have to use a spoken question to join in. Offering a toy, pointing or using a familiar communication aid can also show interest. Give the other children time to respond, and avoid answering for the child before they have had a chance.<\/p>\n\n\n\n When children start something together, try to give them time to finish it or a way to come back to it. You don’t always need to plan a new activity. An unfinished game can give the same children a reason to play together again.<\/p>\n\n\n\n If two children are making a road with brinquedos de constru\u00e7\u00e3o<\/a>, ask whether they want to keep working on it later. You may be able to leave it in place if it won’t block a walkway or get in the way of cleaning. Otherwise, help the children sketch their plan and put aside the pieces they want to use again.<\/p>\n\n\n\n When children return to a shared drawing or model, each child needs room to work. If you’re choosing preschool tables<\/a>, check whether both children can reach what they need without moving or covering each other’s work. A bigger table won’t necessarily help if the materials are still out of reach.<\/p>\n\n\n\t\t N\u00e3o sonhe, projete! Vamos conversar sobre suas necessidades de m\u00f3veis personalizados!<\/p>\n\t\t\t\t<\/div>\n\t\t\t<\/div><\/div>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t Even children who enjoy each other’s company will disagree. If the play becomes unsafe, step in straight away. Once both children are calm enough, help them explain what happened. A child may stop arguing and still feel upset with their friend.<\/p>\n\n\n\n For example, one child might take a puzzle piece that another is still using. You could say, \u201cYou were trying to put that piece in when it was taken.\u201d Give both children a chance to explain before deciding what should happen next.<\/p>\n\n\n\n Help them put things right in a way that fits what happened. That might mean returning the piece and asking before taking another one. Saying \u201csorry\u201d can be part of this, but the children also need to know what to do differently when they play again.<\/p>\n\n\n\n You don’t need to insist on a hug or make the children play together immediately. Give them a break if they need one. Check in later to see whether they are comfortable playing together again and whether the same problem is happening.<\/p>\n\n\n\n![\"\"](\"https:\/\/xiairworld.com\/wp-content\/uploads\/2023\/02\/peace.jpg\")
<\/figure>\n\n\n\nHelping A Child Join In<\/h2>\n\n\n\n
Keeping Shared Play Going<\/h2>\n\n\n\n
Helping Children Work Through Disagreements<\/h2>\n\n\n\n
When A Child Is Being Left Out<\/h2>\n\n\n\n
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