Scenario 1 – “Sara is standing quietly near the classroom door, holding a drawing she made.”
She looks down and seems unsure whether to show it.
The child playing Sara holds the drawing close and avoids eye contact.
The others might say:
“She might feel shy or scared that others won’t like her picture.”
“I would tell her I’d love to see it and that it’s okay to feel nervous.”
Scenario 2 – “Leo is pacing before the school play, holding his costume.”
He breathes fast and wrings his hands.
The child playing Leo mimics nervous energy.
The others might say:
“He’s probably worried about performing. I’d remind him how well he practiced.”
“I’d offer to help him practice his lines one more time or do a breathing exercise with him.”
Scenario 3 – “Amina just came back from lunch and finds her favourite pencil broken.”
She looks upset and holds the pencil sadly.
The child playing Amina might frown and look disappointed.
The others say things like:
“She might feel sad or frustrated. I’d help her find some tape or offer to share mine.”
“I’d ask if she wants to talk about it.”