Use these pages as invitations for children ages 6–9, with adjustments for language, development, disability, culture, and the relationship with the adult. A completed worksheet is not the measure of a useful interaction.
How to use this page
Choose one child-facing page and preview it yourself. Arrange a quiet enough space, a communication option, and a way to pause. Introduce the adult’s role before starting.
Invite rather than interpret
Say, "We can draw, talk, listen, or skip." Offer two manageable choices without demanding a feeling label. Ask permission before writing the child’s words. Check your interpretation: "Did I get that right?" Do not infer trauma, attachment, or diagnosis from a color, drawing, or refusal.
Respond to the environment
Check whether hunger, noise, task difficulty, exclusion, or an unavailable adult is the immediate problem. Change what you can. A child should not carry responsibility for tolerating unsafe or inaccessible conditions. In a group, use fictional examples and never require sharing personal experiences.
Close with a shared responsibility
Agree on one optional practice and the adult action that makes it possible. Review the adult response as well as the child’s experience. If distress persists or disrupts daily functioning, consult an appropriate child health professional. Follow applicable safeguarding procedures when safety concerns emerge; this pack does not provide an assessment or crisis protocol.
Reflection prompts
Use these questions in conversation, on paper, or in the downloaded PDF. You may adapt or skip a prompt.
- My adaptation, the child’s choice, and the adult action I will check next time