Without which we can not read face clues, show others we are thinking about them and create a bridge of communication between one person and another.

The key ‘key in to others’ factor and the foundation to understanding. Listening involves moving from self to other and is the start of thinking about what others think.

Faces, bodies, words – our means of letting others know how we feel and we do it all the time – with hugely variable degrees of success. This can be supported by awareness and strategies and better expression can make a huge difference in play.

Is essential to moving from being with friends to having friendships and knowing about the people we care about, building knowledge builds connection

In order no to see other children as vague ‘kids’. ‘fun’ or ‘play’, there is a need to differentiate one person from another and understand that each has personalities, interests, different levels of expression, cooperation, etc – it is adapting to individuals that relationships develop.

Knowing oneself is the start to knowing others. Observing your own reactions, with support, is the foundation to noticing behaviors and learning which make us comfortable and which make us angry/sad/overloaded.

Looking at who likes to be a leader/follower, who needs to be more competitive, who lacks assertiveness skills, etc.

Who is expressive or less so… who tends to ‘tell’ and how to translate that into suggestions. How to use more sharing and thinking aloud to make others understand our needs and plans in games. What is blaming language and what avoids that.

Reading what people mean behind their words and actions – essential to making allowances, being flexible, and being able to go along with play.

Is the continuity of play or conversation) it is the way in which we stay connected and prove our interest by adapting to the environment and people around us and to what is happening in the moment.

Moves kids from a stuck place to a flow place – it provides choices to be used in the moment and to be stored in memory so that when difficulties arise they can move from noticing/feeling/thinking/doing – appropriately rather than reactively.

To notice, sort and scale emotions and to find constructive as opposed to destructive ways to manage/share or release them safely.