Sharing is easier for preschoolers to learn when they can practice it in warm, low-pressure situations rather than hearing only “you have to share.” These ten activities use toys, art materials, pretend play, movement, and everyday classroom or home routines to make taking turns and making room for others concrete. They are useful for caregivers and educators who want practical ways to help children notice other people’s needs while still respecting that a child may be deeply attached to a toy or project.
1. Roll a Ball Back and Forth
Sit on the floor facing a child, with a soft ball between you, and take turns rolling it across the space. Say whose turn it is in simple language, such as “My turn to roll; now your turn,” then pause so the child can respond rather than rushing to retrieve the ball. Invite another child to join once the back-and-forth feels familiar, making a small circle and helping everyone notice who is waiting. The activity gives sharing a clear, physical shape: the ball moves from person to person, and each player gets a turn without anyone having to surrender it permanently.
2. Build a Block Structure Together
Put out a shared collection of blocks and suggest a specific goal, such as making a road for toy cars or a house with a doorway. Children can take turns choosing a block, placing it, and asking for a piece someone else is holding; an adult can model phrases like “Can I use that when you’re done?” Keep the structure open-ended so there is no single right way to build, and give children time to negotiate where pieces go. This activity makes cooperation visible because each child’s contribution changes a project that belongs to the group, not just to one builder.
3. Make a Shared Mural
Tape a large sheet of paper to a low table or the floor, and offer a few washable crayons or markers to a small group. Invite children to add parts to a common picture, perhaps a garden, neighborhood, or imaginary landscape, while practicing asking before taking a tool and passing it along when finished. If two children reach for the same color, help them choose a workable plan: one draws a detail while the other waits, or they find another color that suits the picture. A mural is worth trying because it lets children see that sharing supplies can make room for everyone’s ideas without requiring identical contributions.
4. Prepare a Pretend Picnic
Set out toy plates, cups, play food, and a cloth, then invite children to plan a picnic for the group. They can take turns choosing a pretend food, pass the basket, and make sure each guest has a plate or cup; an adult can gently ask, “Who still needs a cup?” Use pretend food rather than real snacks if the goal is sharing practice, so the activity stays focused on social play and does not create concerns about food preferences or allergies. The shared scenario gives children a reason to notice what others need and to practice offering an item rather than simply keeping the whole set close.
5. Take Turns With a Favorite Toy
Choose a toy that children can use in brief, easy-to-see turns, such as a toy steering wheel, a small train, or a pop-up toy. Before play begins, explain the plan in a calm, concrete way: a child uses it while a sand timer empties, then passes it to the next person; if a timer is unavailable, an adult can signal the change after a short play period. Stay close enough to help the child who is waiting find something else to do, and acknowledge the feeling if giving up the toy is hard. This activity is useful because it teaches that a turn ends and comes around again, rather than treating sharing as an instant handover whenever someone asks.
6. Make a Group Collage
Offer a shared sheet of sturdy paper, glue sticks, and a small pile of safe collage materials such as large paper shapes or fabric scraps. Children can take turns choosing a piece, decide where it belongs, and pass the glue to the next artist; keep the materials limited enough that asking and waiting are part of the natural activity. Avoid tiny pieces with children who may put objects in their mouths, and supervise any scissors or other tools closely. A collage works well because children can add individual details while contributing to one finished piece, and the result gives them a concrete reason to coordinate access to supplies.
7. Play a Cooperative Movement Game
Use a lightweight scarf or a soft, easy-to-grip ball for a simple group game in which children pass the object around a circle while music plays or an adult names a movement. When the music stops, the child holding it can choose the next movement, then pass the object so another player gets a turn. If a child does not want to hold or pass the object, let them watch or suggest a movement instead of insisting that they join. The game pairs sharing with enjoyable group participation and gives children repeated chances to hand something over safely, without making competition or winning the point.
8. Set Up a Shared Art Station
Arrange a small art station with a few paintbrushes, a shared water cup, paper, and washable paint, then invite children to work side by side. Show how to rinse a brush, return it to the cup, and ask for a color rather than reaching across another child’s work. Keep each child’s paper in their own space while making the tools common property, so children can share materials without having to share control of their artwork. This distinction matters: preschoolers can practice generosity and turn-taking while still having a clear boundary around something they are making themselves.
9. Pass Out Supplies for a Group Task
Give children a small, purposeful classroom or home job, such as passing napkins around a table, handing out paper before drawing, or returning play dishes to a shared basket. Demonstrate the job first, then let the children decide who will carry, pass, or collect each item, stepping in if someone is left out or the task becomes frustrating. Use items that are safe for the children and easy to handle, and treat the job as cooperation rather than a test of obedience. Everyday responsibilities help sharing feel relevant because children see how passing materials makes it possible for the whole group to begin or finish something together.
10. Tell a Turn-Taking Story Together
Begin a simple made-up story with a small prop, such as a toy animal or a fabric square, and invite children to add a sentence or action when the prop reaches them. A child might say where the animal goes, while the next child decides what it finds; an adult can help by repeating the previous idea and making space for a quieter participant. Keep the story flexible, and allow a child to pass rather than speak if they are not ready. This activity shares both the prop and the imaginative space, helping children experience that listening to another person’s idea can make a group story richer.
How to Choose
Start with the kind of sharing a child is ready to practice. Passing a ball or taking a turn with a toy has a clear beginning and end, while sharing a mural or building project asks children to coordinate ideas and materials for longer. If a child is new to group play, choose an activity with a visible object moving between people and an adult nearby to name what is happening. As the child grows comfortable, introduce activities that require more negotiation, such as deciding what to build or how to arrange a shared collage.
Consider the child’s attachment to the materials, too. A child may be more willing to pass a ball than to hand over a cherished toy, and that difference is useful information rather than a reason to force a lesson. For a first attempt, select common supplies or a toy that is already available to the group. Explain what will happen before play begins, keep turns manageable, and offer another engaging role to the child who is waiting. A predictable plan can prevent an activity from turning into a tug-of-war.
Match the activity to the setting and the group. Movement games need room to pass safely, while painting and collage need close supervision and materials suited to the children using them. A small group can make it easier for everyone to participate; a larger group may benefit from simple jobs or a circle game where turns are easy to notice. Most importantly, look for opportunities to teach the words and actions together: asking, waiting, passing, offering, and saying when a turn is finished. Praise specific behavior—“You passed the brush so Maya could use it”—instead of labeling a child as good or bad at sharing.
Frequently Asked Questions
Should I make a child share a toy immediately?
Usually, it is more helpful to acknowledge that the child is using the toy and make a clear plan for the next turn. For example, say, “You’re playing with it now; when you finish, Eli can have a turn.” If the toy belongs to the child, respect that it may be unavailable for group play unless the child chooses to bring it out.
What can I say when two children want the same thing?
Stay calm and describe the problem without blaming either child: “You both want the truck.” Offer a concrete choice, such as taking turns, finding a similar toy, or choosing another role in the same game. Help them carry out the plan rather than expecting them to settle the disagreement alone.
Is taking turns the same as sharing?
They are related, but not identical. Taking turns means each child gets access at a different time; sharing can also mean using common materials together, making space, or contributing to a group activity. Practicing both gives children several ways to cooperate.
What if a child refuses to join the activity?
Offer watching, passing a prop, or choosing materials as lower-pressure ways to participate. Avoid turning the activity into a demand; children can observe how the game works and try it later. A calm invitation and a predictable routine may make joining feel easier over time.
How can I tell whether an activity is working?
Look for small actions, such as a child waiting briefly, asking before taking a tool, passing an item, or noticing that someone else is left out. The goal is practice, not flawless behavior in every moment. If the activity regularly leads to conflict, simplify the rules, use less treasured materials, or offer more adult support.
Final Thoughts
Preschoolers learn sharing through repeated, supported experiences that make turns and cooperation understandable. Choose an activity that fits the child, explain the plan, and model the words you hope they will use. Whether children are passing a ball, building together, or making a group picture, small moments of waiting, offering, and including someone else are meaningful practice.