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Sharing

Roo Bloom · Social Stories · roobloom.com

  1. My friend is comingMy friend is coming to play at my house today.
  2. What sharing meansSharing means we both get to use the toys while we play.
  3. I might feel worriedI might feel worried or cross about sharing my things.
  4. Special things can stay safeBefore my friend comes, I can put my special things away.
  5. My things are still mineSharing doesn’t mean giving my things away forever.
  6. My friend asksWe are drawing. My friend asks for the red crayon, but I’m using it.
  7. If sharing feels hardIf sharing feels hard, I can help my body first.

    I could try… Squeeze my hands, then let go · Take slow breaths · Say “I need a break”

  8. I can say “next”I can say when I’m still using something.

    I can say: “I’m using it. You can have it next.”

  9. My things matter tooIf someone grabs my things, I can say, “Stop, please.”
  10. Playing togetherSharing can be fun. We build a big tower together!
  11. I am learningI am learning to share. I can feel proud of trying.

I can remember

  • Sharing means we both get to play.
  • My things are still mine.
  • Special things can be put away.
  • I can say, “You can have it next.”
  • My feelings are okay.
For grown-ups

What this story teaches

That sharing means taking turns with things while we play — not giving them away — that special things can be put away first, and that the child’s own “stop” about their things matters too.

When to use it

  • The day before, or the morning of, a play date at your house.
  • When your child worries that shared things won’t come back.
  • After a play date where sharing went well, to name what your child did.

For this story

  • Before a friend comes, let your child choose a few special things to put away. That is a boundary, not unkindness.
  • Say “share” as “take turns”: “You’re using it now; she can have it next.”
  • Back up your child’s “stop” if their things are grabbed, just as you would back up another child’s.

How to use it

  • Read it together on a calm day, not mid-meltdown. In the hard moment itself, fewer words help more: stay close, keep everyone safe, and save the story for later.
  • Read it again just before a tricky moment you can see coming: on the way to the park, the night before a haircut.
  • Make it fit your child: skip pages, stop when they’ve had enough, swap a detail as you read so it matches your child’s day, or read only the “I can remember” card.
  • Add your child’s first name on the story’s opening page and it appears in a line or two. The name stays in this browser and is never sent anywhere.
  • Use the story’s words in real life (“No means not right now”), and model them when you hear “no” too.
  • Notice tries, not perfect calm. Big feelings are allowed; the story is about what to do with them.

Good to know

  • These stories are for everyday disappointments and changes. They never mean a child should put up with pain, fear, unsafe touch, bullying or anything that hurts — telling a trusted adult is always the right answer there.
  • Nothing here asks a child to make eye contact, hug anyone — family included — stop stimming or stop crying. Crying and moving are ways bodies cope, and headphones or a break are always allowed.
  • Where a story says a grown-up will do something — stop when a hand goes up, give a warning, keep a “later” spot — make sure it really happens, or change that page. A signal that isn’t honoured teaches a child their words don’t work.
  • The aim is understanding and choices, not a quiet or compliant child. Asking “why?”, saying no to touch and disagreeing in words are skills to welcome.
  • Visual stories help many children and not every child. Adapt, skip or change any page. This is an educational resource, not therapy or medical advice.