Supporting the development of play skills in early childhood lays a foundation for lasting friendships and classroom harmony. Encouraging young learners to share takes intentional, supportive instruction. The ‘Sharing with Friends’ no-prep activity from Everyday Speech is a practical tool for clinicians and educators to help Pre-K and Kindergarten students practice and internalize sharing in a fun, engaging way.

What Is Play Skills?

Play skills refer to a set of behaviors and abilities that enable children to engage positively with peers and objects in playful contexts. These skills include taking turns, sharing, negotiating, following rules, coping with disappointment, and using language for cooperation and self-advocacy. In early childhood, play is a primary context for social development, and proficiency in foundational play skills paves the way for richer peer interactions and stronger friendships.

When discussing play skills with families or colleagues, it helps to underscore that play in young children is not just recreation. Through play, children practice flexibility, emotional regulation, communication, and problem-solving. Skills like sharing serve as gateways for greater engagement with classmates, positive teacher relationships, and increased confidence in group settings.

‘Play skills’ in early childhood are closely tied to the emergence of friendship skills. Sharing, in particular, stands out as a touchstone for cooperative play and is an observable, teachable behavior that connects directly to a child’s ability to form friendships and function well in group environments.

Why Teach Play Skills?

Instruction in play skills at the Pre-K and Kindergarten levels supports learners well beyond the classroom. Some key reasons to prioritize play skills include:

• Building the foundation for trusting and positive peer relationships
• Reducing conflicts during free play and structured activities
• Fostering inclusion by boosting children’s confidence in making friends
• Enhancing self-regulation and flexibility
• Providing tools for handling disappointment and frustration
• Encouraging the use of words to express wants and negotiate
• Supporting smoother classroom routines and transitions
• Reinforcing school expectations around kindness and cooperation

Purposeful instruction in play and sharing gives children the vocabulary and scripts needed to navigate the social world, while also creating teachable moments for empathy and perspective-taking.

Lesson Plan: Using Sharing with Friends

‘Sharing with Friends’ is a no-prep activity crafted for Pre-K and Kindergarten learners. This resource uses visual supports and real-life scenarios to help young students recognize, practice, and generalize the skill of sharing within peer play.

Download Activity and Lesson Plan

Step 1: Introduce the Concept of Sharing

Begin by gathering students together in a group. Start a conversation about what it means to share, using simple, concrete terms. For example, say, “Sharing means letting someone else have a turn with a toy or use something you have. Sharing can make play more fun for everyone.”

Show the first page of the ‘Sharing with Friends’ activity. Point out the images of children playing together and invite students to describe what they see. Ask prompting questions like, “What do you think is happening in this picture?” or “How do you feel when someone shares with you?”

Encourage students to share personal experiences of both giving and receiving when playing with friends. This discussion normalizes sharing as a routine part of peer interaction.

Step 2: Teach and Model Sharing Behaviors

Use the sample scenarios provided. Read one scenario aloud and display the picture to the class. For example, a scenario might show one child handing a toy to another after being asked. Break down the process:

• Someone expresses interest in a toy.
• The friend offers the toy, or the two take turns.
• Both children appear happy or calm as a result.

Invite one or two students to role-play the scenario. Provide the exact language and actions for sharing and receiving. Model phrases such as, “Would you like to play with this?” or “When you’re done, can I have a turn?” Have the students practice these exchanges, reinforcing the importance of using kind words and waiting patiently.

Step 3: Engage in Guided Practice with the Activity Pages

Hand out printed pages from the ‘Sharing with Friends’ activity. Many of these include sorting or matching pictures that depict sharing and not sharing, or coloring images of children sharing toys. Provide crayons or markers so each child can personalize their pages.

As students work, circulate around the room and comment on their choices. Ask open-ended questions, such as, “How do you think this friend will feel if we don’t share?” or “What can you say if you want a turn?” This interaction ensures students reflect on the emotions and social outcomes connected to sharing.

Step 4: Facilitate Pair or Small Group Sharing Activities

After the guided worksheets, organize a hands-on sharing activity using classroom toys or materials. For instance, put out a small set of favorite toys, art supplies, or building blocks. Group students in pairs or small teams and give clear instructions: “For the next 5 minutes, you will share these items with your friends. Let’s practice asking for a turn, waiting, and giving the toy back.”

Monitor the room and offer coaching in the moment. Reinforce positive sharing with specific praise, such as, “I noticed you waited for your turn, that was very kind,” or “You remembered to ask your friend if you could use the red marker. That’s great sharing!”

Step 5: Review and Reflect Together

End the session by gathering back as a whole group. Review what sharing looks and sounds like. Let children share what they liked about the activity and how it felt to share with friends. Support their language development by restating their contributions and summarizing key sharing behaviors practiced.

Display completed worksheet pages on a bulletin board or send them home to encourage ongoing conversations with families.

Supporting Play Skills After the Activity

Teaching play skills is most effective when practiced and generalized beyond structured activities. Use these strategies to reinforce sharing and play skills throughout the school day:

• Provide frequent, specific positive feedback when students are seen sharing spontaneously during free play or centers.
• Add visual reminders in play areas, such as simple posters or picture symbols, to cue sharing behavior.
• Embed short sharing opportunities throughout routines (e.g., passing out materials, group games).
• Communicate with families about ongoing classroom sharing goals. Encourage at-home practice by sending a quick note or a copy of the activity home.
• Partner with classroom teachers and paraprofessionals to monitor and support children who need additional reminders or prompts to share.
• Integrate literature on friendship and sharing into storytime to provide additional models and language exposure.
• For students who struggle, consider using a sharing token or visual schedule to scaffold their participation in group tasks and gradually increase sharing independence.
• Remember to acknowledge the natural challenges that come with sharing for young children, especially those with communication or self-regulation differences. Scaffolding and patience are essential.

Wrapping Up: Building a Culture of Friendship Through Sharing

The benefits of focused, direct instruction in play skills like sharing ripple throughout the classroom community. Using no-prep resources like ‘Sharing with Friends’ not only streamlines lesson planning for busy clinicians and teachers but also provides students with repeated, hands-on opportunities to learn, practice, and generalize making and maintaining friends. When young students are taught to share with clear, compassionate guidance, they are better equipped to navigate playtime challenges, build positive relationships, and develop confidence as valued members of their peer group. Ongoing reinforcement, modeling, and communication with families ensure that these critical foundational skills continue to grow, helping each child reach their fullest social potential.

Explore the Sharing with Friends activity to actively support the next generation of kind, cooperative classmates.