Talk about a story without turning it into a test

Begin with what happens

“The tower fell down” is enough of a beginning. You do not need to ask the child to identify a correct emotion. A character might feel more than one thing, and the picture cannot tell us everything.

Read a sentence, pause, and see what catches your child’s attention. If the answer is about a shoe or a cloud, you can follow that interest.

Offer possibilities, not a verdict

Try “Maybe Tima is disappointed. What do you notice?” rather than “Tell me why he is sad.” An older child may invent a different explanation. A younger child may point, make a sound, or keep coloring.

Responsive exchanges, as described by Harvard’s Center on the Developing Child, involve noticing and responding to a child’s cues. A story conversation can follow that principle without becoming a lesson with required answers.

Keep personal stories optional

A character provides a little distance. You do not have to ask “When did you do that?” or bring up a recent argument. If your child offers a personal memory, listen without turning it into a demonstration of good behavior.

You can say, “You wanted another turn.” Avoid using the page to win an argument about what the child should have done.

You may stop before there is an answer

The adult can supply a simple supportive phrase and then return to drawing. Silence does not mean the activity has failed. These pages are everyday shared activities, not tools for assessment, diagnosis, or treatment.