PLAYING WITH CHILDREN TO DO NOT TO DO Be an example of play: participate actively showing enthusiasm and involvement, stimulating children's curiosity. Observe and listen to children's signals, adapting the game to their needs, interests, and emotions. Promote autonomy: give children the opportunity to choose the game and the role. Suggest symbolic games and stimulate children's imagination to promote learning through role play. Promote cooperation and empathy: encourage group play, helping children to work together, negotiate roles, and solve conflicts. Create a safe and stimulating context, without judging children, celebrating successes without putting them in competition. Use play as an educational tool: integrate learning into play suggesting activities that stimulate cognitive, motor, and social development. Help children explore and recognise their emotions through symbolic play and emotional questions. Be patient and flexible: respect children's times and adapt the game on their pace, changing activities if necessary. Be a facilitator, not a dominant player , allowing children to take the lead, leading only when necessary. Do not take total control of the game, but let the children lead it and define the rules. Do not neglect the emotional or physical needs of children, ignoring signs of tiredness or disinterest. Do not impose games or roles on children, let them choose independently what they want to do. Do not criticise or make comparisons that could undermine their self-esteem or create competition. Do not ask children for personal or emotional details that they may not want to share. Do not interrupt or correct too much, giving them space to explore and learn independently. Do not leave dangerous objects within reach and do not allow activities that could put the child's safety at risk. Do not be rigid with the rules. Do not exclude any child from the game. Do not minimise emotions. Role-play PROBLEM Exercise 1: a child is isolated during free play and does not participate Exercise 2: a little girl tends to isolate herself, while the others play together AIMS Exercise 1: foster inclusion, develop social skills, and stimulate curiosity Exercise 2: promote cooperation, empathy and inclusion Location: classroom of a nursery school Characters: educator, a child Case-study: the educator approaches the isolated child, showing enthusiasm and involvement. He suggests a team game that requires everyone's participation, encouraging the child to choose his role and praising every small success. The educator promotes the child's autonomy, respecting his times, and stimulates cooperation without forcing him. EXERCISE 1 Location: classroom of a nursery school Characters: educator, children Case-study: the educator suggests a symbolic group game that stimulates the children's imagination and encourages them to work together, negotiating roles and resolving conflicts. The educator acts as a facilitator, letting the children be the protagonists, but gently guiding them to include the isolated child. A safe context is created, where each child is welcomed without judgment and can explore their emotions freely. EXERCISE 2 8.1 HANDS ON 357