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A Toy I Want Is Being Used

Roo Bloom · Social Stories · roobloom.com

  1. I want the red carI want to play with the red car.
  2. My brother is using itBut my brother is playing with it right now.
  3. I might feel crossI might feel cross, jealous or impatient.
  4. It’s his turnWhen someone is using a toy, it’s their turn.
  5. Helping my bodyI can help my body feel a bit calmer first.

    I could try… Squeeze my hands, then let go · Find a quiet spot for a bit · Hug a cushion

  6. I can ask for a turnI can ask my brother for a turn.

    I can say: “Can I have a turn when you’re done?”

  7. I can listenI can listen to his answer.
  8. I can play with something elseWhile I wait, I can build with my blocks.
  9. A grown-up can helpIf turns are hard to work out, I can ask a grown-up to help.
  10. Now it’s my turnMy brother gives me the red car. Now it’s my turn!
  11. It gets easierAsking and waiting gets a little easier each time.

I can remember

  • Wanting a toy is okay.
  • Their turn belongs to them.
  • I can ask for a turn.
  • I can play with something else while I wait.
  • A grown-up can help with turns.
For grown-ups

What this story teaches

That when someone is using a toy it is their turn, that wanting it is still okay, and what to do: help the body, ask for a turn, listen for when, and play with something else meanwhile.

When to use it

  • When siblings often want the same toy at the same time.
  • Before a play date or a busy playgroup.
  • After a time your child asked and waited, to name what they did.

For this story

  • Try turn-taking rather than instant sharing: the child using the toy finishes their turn, then passes it on. Both children learn that turns are respected.
  • Make turns concrete with a sand timer or “until the end of this race”.
  • Step in straight away if there is grabbing, hitting or one child never gets a turn.

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.