{
  "schema": "subjectnest-original-early-play-source-seed-v1",
  "title": "Tiny places, thoughtful welcomes",
  "audience": "Adult-supported optional preschool play, roughly ages 3–5, before Foundation; individual interests/skills/support guide use.",
  "cards": [
    {
      "id": 11,
      "slug": "11-a-welcome-with-a-choice",
      "title": "A welcome with a choice",
      "opening": "Would our visitor like to join, watch, or do something else?",
      "aim": "Offer a welcome that leaves a real choice.",
      "ready": "A comfortable spot and an imaginary visitor. A page is optional; no toy is needed.",
      "steps": [
        "Invent a tiny place together, or borrow Paper Harbour. Offer the opening once and wait.",
        "Give the visitor two possible ways to take part. Watching, staying elsewhere and leaving remain available.",
        "Follow one choice in the pretend story. Ask before adding a doorway or moving anyone's drawing.",
        "Ask whether to keep playing or finish. A welcome does not need an accepted invitation."
      ],
      "routes": [
        "Communication: Name join and watch one at a time, with another idea or finish available. Wait for the child's familiar voice, sign, AAC or agreed selection signal, then confirm. An unclear response is not agreement.",
        "Making or paper: Draw two broad places, such as a making patch and a watching patch. The child names their meaning or directs your marks. Try one pretend arrival; the adult's drawing stays adult-made.",
        "Observe or imagine: Let the child watch while you describe a visitor asking to join. Offer one clear choice about what happens next, then follow it. Watching alone does not tell us the child's chosen answer."
      ],
      "examples": [
        "Workshop fiction: A cloud visitor watches a pretend drawing room before deciding to join. The child chooses the watching place; the adult does not turn it into a waiting-for-your-turn rule.",
        "Transport fiction: An imaginary bus room offers a quiet waiting patch and a chat patch. A visitor chooses to leave instead. That departure belongs in the story and does not mean the welcome failed."
      ],
      "notice": "Notice an actual offered or chosen option, including a declined invitation. If the choices were unclear, offer one named option at a time next turn.",
      "later": "Start a fresh place with a visitor who wants a different way to join. No earlier drawing or remembered answer is needed.",
      "extra": "With permission, offer a willing familiar adult the same real choice during play. Follow their actual reply; a pretend visitor's reply remains fiction.",
      "aid": "welcome-model"
    },
    {
      "id": 12,
      "slug": "12-a-job-that-helps",
      "title": "A job that helps",
      "opening": "What little job would help our pretend place today?",
      "aim": "Connect a chosen job with a useful purpose.",
      "ready": "Name a pretend room, garden or parcel place. Use a page or a spoken scene.",
      "steps": [
        "Invent one thing that wants doing: finding a message, welcoming someone or putting a drawn page away.",
        "Invite the child to choose a job, invent another, watch or rest. Nobody has to earn their place by working.",
        "Play one small job and name what it was meant to help. An imagined job can stay imagined.",
        "Keep, swap or finish the job. Ask before assigning another role."
      ],
      "routes": [
        "Communication: Offer two named jobs, then the child's own idea or no job. Use their established communication and confirm the chosen purpose. Ask who does which part only if that helps the play.",
        "Making or paper: Make a broad mark for a pretend message place. The child can put a drawn message there, direct your placement, or leave it as a plan. Name who actually made or moved each part.",
        "Observe or imagine: Narrate a pretend helper delivering one imaginary page. Invite the child to choose the destination while remaining still. If they prefer watching, leave the scene open without attributing your job to them."
      ],
      "examples": [
        "Home fiction: A visitor's job is to show guests where the pretend coats go. The child chooses a wide doorway patch; the adult draws it on direction. No real coat storage is changed.",
        "Library fiction: An imaginary helper puts a made-up book beside a reading place. The child changes the job to welcoming instead. Real library membership and services need the separate dated adult fact check."
      ],
      "notice": "Notice a child's actual link between a job and its purpose. If only the adult chose the job, invite one smaller decision next time.",
      "later": "Invent a different place and one wanted job, or let a visitor rest with no job. No previous role needs recalling.",
      "extra": "If useful, invite the child to suggest a safe ordinary family job they already know. A familiar adult decides actual suitability; pretend competence is not a real-task safety check.",
      "aid": "my-welcome"
    },
    {
      "id": 13,
      "slug": "13-room-for-two-ideas",
      "title": "Room for two ideas",
      "opening": "Can our tiny place hold two different ideas?",
      "aim": "Make space for different preferences without forcing agreement.",
      "ready": "Two imagined visitors and a flat page, or two spoken place ideas. No furniture moves.",
      "steps": [
        "Invent one visitor who wants a quiet place and another who wants to tell a story. These are fictional preferences, not labels for children.",
        "Ask the child what each could use. Both ideas can remain separate, change, or wait.",
        "Make or describe one possible arrangement. Try one pretend visit if wanted.",
        "Ask what should stay. Two different choices do not need a single winner."
      ],
      "routes": [
        "Communication: Name each visitor's pretend preference separately. Let the child suggest a place through familiar communication. Confirm which meaning belongs to which visitor; no spoken explanation or paired answer is required.",
        "Making or paper: Use one or both empty panels for the two ideas. Broad marks or adult-directed drawing work. Keep the meanings beside the marks, and leave unused panels empty rather than filling them for appearance.",
        "Observe or imagine: Describe two places with no picture: a listening room and a quiet room. Ask which one the first visitor chooses. The child can observe, choose an own place or stop before the second choice."
      ],
      "examples": [
        "Music fiction: One visitor likes an imaginary rehearsal; another chooses a still room. The child connects the rooms with a described doorway. No sound is played or acoustic benefit tested.",
        "Garden fiction: Two invented visitors choose shade and open sky in a paper garden. These choices belong to the story, rather than being facts about real plants or animals."
      ],
      "notice": "Notice how the child communicates a difference or a chosen arrangement. Next time offer another pair of preferences, or simplify to one visitor.",
      "later": "Begin with two fresh interests, such as looking and making, with no earlier work required.",
      "extra": "Invite a willing play partner to propose a separate idea. Ask before joining the ideas. A partner can keep theirs separate.",
      "aid": "shared-choice"
    },
    {
      "id": 14,
      "slug": "14-ask-before-a-change",
      "title": "Ask before a change",
      "opening": "May I change this part, or shall it stay?",
      "aim": "Practise asking, listening and respecting a decision in shared play.",
      "ready": "An actual available wanted drawing, or a fresh broad adult-made mark. Keep each maker's ownership clear.",
      "steps": [
        "Show which part belongs to whom. If there is no earlier drawing, make a new adult-owned doorway mark now.",
        "Ask the opening before altering the chosen part. Keep yes, no, another idea and no response distinct.",
        "Follow a clear answer. After an unclear response, leave the part as it is and offer a pause.",
        "Offer the child a turn to ask about your mark, or finish. Saying no does not require a reason."
      ],
      "routes": [
        "Communication: Use the child's existing yes/no or selection system. Ask about one specific change, such as a doorway's position, and wait. Confirm consent before acting; silence or an ambiguous gesture is not permission.",
        "Making or paper: Place a new possible version beside the original on the change aid. Ask before replacing an original mark. The child may direct an adult's pencil; that help stays named separately.",
        "Observe or imagine: Tell a scene in which one imaginary maker asks another to add a window. Offer keep or change as named choices. A fictional consent exchange does not establish consent for changing a real child's work."
      ],
      "examples": [
        "Art fiction: An adult asks to add a pretend roof to the child's drawn room. The child chooses no. They continue playing with the existing room; the adult leaves the page alone.",
        "Community fiction: Two imaginary makers plan a shared room. One asks to shift a doorway and the other proposes a separate entrance. No real building or person's access is changed."
      ],
      "notice": "Notice an actual request, response and respected action. If adult speed crowded out the response, slow the invitation and ask one specific question next time.",
      "later": "Use a fresh adult-owned mark and invite one change request. Earlier consent never carries automatically to a new action.",
      "extra": "Invent a visitor who changes its mind. Agree a new clear choice before continuing; no performance or real personal story is needed.",
      "aid": "change-note"
    },
    {
      "id": 15,
      "slug": "15-a-turn-we-agree",
      "title": "A turn we agree",
      "opening": "How could we both use this pretend place?",
      "aim": "Negotiate a small shared-play arrangement with a willing partner.",
      "ready": "A familiar willing adult and one imagined space. No timer, prize, scarce toy or waiting challenge.",
      "steps": [
        "Invent a place both characters might use. Ask whether shared play is wanted; separate places work too.",
        "Offer one arrangement: together, separate parts, one then another, or a different idea. Confirm both partners' choices.",
        "Try one agreed pretend exchange. Pause if someone changes their mind, and choose a new arrangement together.",
        "Close, continue or separate. A turn is an agreement for this play, not a rule to enforce at home."
      ],
      "routes": [
        "Communication: Name together or separate as a small first choice. A child can use familiar sign, AAC, voice or direction to an adult. Invite a second partner's actual choice without requiring the child to give up their own.",
        "Making or paper: Give each willing maker a broad space on the shared-choice aid. Ask whether a connecting mark is wanted. If the adult makes it, label their help; no actual item has to be passed or shared.",
        "Observe or imagine: Narrate an imaginary pair using a room at different times. The child can choose who enters first, choose simultaneous play or watch. Pretend agreement is different from a real partner agreeing."
      ],
      "examples": [
        "Story fiction: Two visitors use a cloud stage, one telling a tale while the other watches. The child swaps their roles after asking. No audience performance or timed wait is required.",
        "Making fiction: Two pretend builders use different halves of a drawn workshop. They leave a shared doorway undecided. The story can continue without completing an agreement about every part."
      ],
      "notice": "Notice the actual choices that made the exchange possible, including a choice for separate play. If an arrangement was too demanding, offer parallel spaces next time.",
      "later": "Offer a new shared imaginary job with a fresh willing partner, or a solo version. No turn-taking score follows the child.",
      "extra": "Try changing the arrangement after one pretend exchange. Ask each willing partner again, rather than assuming an earlier yes still applies.",
      "aid": "shared-choice"
    },
    {
      "id": 16,
      "slug": "16-a-sign-with-a-purpose",
      "title": "A sign with a purpose",
      "opening": "What should this mark tell our visitor?",
      "aim": "Give a mark a particular meaning and check that meaning with its recipient.",
      "ready": "A blank page or the message aid. A familiar adult can make or read all marks.",
      "steps": [
        "Choose a pretend place and one message, such as come this way, wait here or your own idea.",
        "Make one broad mark or use familiar communication. Ask what it means in this scene; do not guess from its shape.",
        "With permission, invite a willing adult to say what they think it means. Tell them the child's intended meaning if needed.",
        "Keep, explain, change or finish. A different interpretation is useful information, not a failed child answer."
      ],
      "routes": [
        "Communication: The child chooses a message through familiar AAC, sign, voice or a clearly agreed point. The adult checks the meaning and can deliver it without writing. Existing communication symbols keep their established meanings.",
        "Making or paper: Use the large message area for one chosen mark and the separate meaning area for adult scribing if wanted. The recipient may ask what it means. Nobody needs to read independently or spell a word.",
        "Observe or imagine: Describe a fictional sign saying wait by the cloud door. Ask whether the visitor follows, asks a question or leaves. The invented reply is story dialogue, not actual evidence that a sign was understood."
      ],
      "examples": [
        "Library fiction: A broad curved mark means book returns here in the child's pretend room. A willing adult first guesses it is a seat. They agree to add spoken guidance; the actual adult interpretation is kept distinct from fiction.",
        "Transport fiction: A drawn square means wait beside this imaginary stop. The child directs the adult to make it. No official road symbol, travel route or universal square meaning is taught."
      ],
      "notice": "Notice the child's intended meaning and any actual recipient response. Next time offer another form, or keep a spoken explanation alongside the mark.",
      "later": "Make a fresh message for a different imaginary recipient. No stored sign or previous misunderstanding is required.",
      "extra": "Give one message two forms, such as a broad picture and a familiar spoken phrase. Ask which helps this particular willing recipient today.",
      "aid": "message-and-care"
    },
    {
      "id": 17,
      "slug": "17-one-small-change",
      "title": "One small change",
      "opening": "Shall we try one change in our paper place?",
      "aim": "Connect a chosen change with an optional actual pretend try.",
      "ready": "A flat drawing or a fresh described scene. No building, tools, obstacle course or real access test.",
      "steps": [
        "Choose one fictional purpose, such as finding a message or reaching a drawn resting patch.",
        "Describe or make a first idea now. Choose one possible change; keep the first version only if it really exists.",
        "If wanted, try it by tracing, directing an adult's trace or narrating a pretend action. Name exactly which kind of try happened.",
        "Ask what was noticed, then keep, change or finish. An untried idea stays a plan."
      ],
      "routes": [
        "Communication: The child names or selects a destination and directs one pretend move through familiar communication. Ask whether to keep or change one part. An adult's directed trace is attributed to the adult, with the child's direction named.",
        "Making or paper: Draw an initial doorway mark, then a possible new position in a second empty panel. Trace an actual drawn version only if wanted. Two drawings alone do not demonstrate that a route works for a real person.",
        "Observe or imagine: Narrate one imagined journey while the child watches or chooses a destination. Label this a story try. Invite a later paper try without making physical action necessary for participation."
      ],
      "examples": [
        "Delivery fiction: The child shifts a pretend message spot nearer a doorway. The adult traces the drawn route on direction and reports that actual trace. No real parcel delivery or access improvement occurred.",
        "Ocean fiction: A visitor's route to a made-up bay changes around an imaginary island. The child keeps the change as a spoken plan. No journey or improvement is claimed before a try."
      ],
      "notice": "Notice the chosen purpose, specific change and any actual try. If no try happened, invite one optional small use later, or enjoy the plan as a story.",
      "later": "Choose a fresh fictional purpose and first idea. The change can be different; there is no earlier-result or memory test.",
      "extra": "Keep two possible changes with different story purposes. Neither has to be best, and a willing partner may prefer a different version.",
      "aid": "change-note"
    },
    {
      "id": 18,
      "slug": "18-a-message-that-gets-there",
      "title": "A message that gets there",
      "opening": "Who is our message for, and how shall it arrive?",
      "aim": "Choose a recipient and a useful way to deliver a message.",
      "ready": "An imagined recipient or a willing familiar adult. A page is optional; keep names and addresses fictional.",
      "steps": [
        "Choose a pretend message and recipient, or a private reminder. The child can choose not to send.",
        "Pick a delivery way: tell, sign, show a mark, or direct an adult. Ask permission before sharing their creation.",
        "If a willing real adult receives it, ask what they actually understood. If the recipient is invented, keep the reply labelled fiction.",
        "Repeat, change the delivery or finish. No child contact information, photograph or online sending is needed."
      ],
      "routes": [
        "Communication: Deliver one agreed message in the child's familiar mode, with a competent adult supporting where wanted. Ask the willing recipient to check the meaning. A different mode is optional, not a route to force speech.",
        "Making or paper: Put one message and its intended meaning on the empty aid, or use a plain page. The child can direct an adult to show it to a willing partner. Keep the adult's writing and delivery help separate.",
        "Observe or imagine: Describe a pretend post room carrying a message to a cloud visitor. Let the child choose the imagined destination or keep watching. Do not invent a real recipient's reply to fill an observation."
      ],
      "examples": [
        "Home fiction: A make-believe doorway message says please ask before entering. A willing familiar adult repeats its meaning during play. That actual exchange is different from proof that every visitor understands it.",
        "Space fiction: A message goes to a made-up moon workshop by an imaginary shuttle. The child chooses a private story and no sharing. No actual sending, address or space-flight fact is supplied."
      ],
      "notice": "Notice an intended recipient, a chosen delivery way and any actual response. Next time simplify the message or offer an agreed second way if it would help.",
      "later": "Choose a fresh recipient or private reminder with one message. Earlier messages need not be kept or recalled.",
      "extra": "Have a willing partner offer a message back, using their own preferred communication. The child may decline the exchange or ask an adult to help interpret.",
      "aid": "message-and-care"
    },
    {
      "id": 19,
      "slug": "19-a-place-ready-for-next-time",
      "title": "A place ready for next time",
      "opening": "What could we keep ready for another little visit?",
      "aim": "Choose a manageable way to care for or close a creation.",
      "ready": "One actual wanted page, or a fresh pretend scene. A safe adult-chosen place for an existing page is optional.",
      "steps": [
        "Ask what, if anything, the child wants to keep. A partly made or disappearing story is fine.",
        "Choose a next-use idea: leave a message, describe where a page goes, remember one part, or keep nothing.",
        "If there is a real page and permission, put it in the agreed adult-approved place. Otherwise describe the plan without reporting it as done.",
        "Finish warmly. Keeping a creation never requires a photograph, display or progress record."
      ],
      "routes": [
        "Communication: Name keep or finish one at a time, with another idea available. Confirm the child's choice through established communication. A story can close orally; no record is needed to make it worthwhile.",
        "Making or paper: On the message-and-care aid, mark a chosen pretend return place, or direct the adult to note where an actual page is kept. Record only what really happened and who handled it. Empty areas may remain empty.",
        "Observe or imagine: Tell a story of a visitor returning a drawn book to a named pretend place. The child can choose that place or watch. This is not evidence of a real tidy-up or independent self-care task."
      ],
      "examples": [
        "Art play: A child agrees that a real drawing may go in an adult-selected folder already available. The adult places it there. The child's keeping decision and the adult's handling remain separately described.",
        "Garden fiction: An imagined visitor leaves a made-up garden ready for another story. The child keeps no materials. No actual plants, tools, environmental care or next-day visit is asserted."
      ],
      "notice": "Notice an actual keep, close or care decision and any practical action. If storage became another job for the family, offer the no-keeping route next time.",
      "later": "Start from a fresh place, even if nothing was kept. The earlier page is useful only if available and wanted.",
      "extra": "Invite a new name or message for a kept page with permission. A new edition can stay private; no display or improvement is required.",
      "aid": "message-and-care"
    },
    {
      "id": 20,
      "slug": "20-a-welcome-someone-can-use",
      "title": "A welcome someone can use",
      "opening": "What one thing would help a willing visitor join?",
      "aim": "Combine a welcome choice and useful information for a particular recipient.",
      "ready": "A new imaginary place or an actual wanted creation. A willing familiar adult is optional; the fictional model can be ignored.",
      "steps": [
        "Choose a place and one way a visitor could join, watch, stay elsewhere or decline. A new place is a complete start.",
        "Make one useful guide part: a named place, an agreed message or a spoken invitation. The child owns its meaning.",
        "With permission, try it with a willing adult or in an explicitly pretend scene. Ask what actually happened in that chosen kind of try.",
        "Keep, explain, change, repeat or finish. There is no final project, public presentation or reward for completing all ten."
      ],
      "routes": [
        "Communication: Offer a visitor one welcome choice through the child's familiar mode. Check their intended meaning and any willing recipient's actual reply. Adults can interpret or operate a device on direction; the support remains named.",
        "Making or paper: Use any part of the blank welcome aid for one guide item. A broad mark with agreed meaning can be enough. An adult can scribe with permission; the supplied Paper Harbour picture stays a fictional model, not the child's work.",
        "Observe or imagine: Begin with an invented visitor asking to watch. Let the child choose the place or observe your narration. All the welcome information can stay in a story, with no making or performance demanded."
      ],
      "examples": [
        "Community fiction: A pretend meeting room has a watching place and a making place. A willing adult follows the child's spoken welcome during play, then asks about one unclear mark. That response can inform a change.",
        "Workshop fiction: A moon visitor chooses to stay outside a made-up workshop. The child keeps a private oral guide and finishes. No real accessibility review, audience uptake or completed-year outcome is claimed."
      ],
      "notice": "Notice the child's chosen welcome information, available support and any actual response. Plan the next invitation from interest and context, rather than completion of this pack.",
      "later": "Repeat a favourite, begin any new invitation or follow a new child-led interest. Earlier work and a two-week schedule are optional.",
      "extra": "If the child wants, invite one new play idea for an adult to word as a future card. Separate their idea from the adult's wording; share only with appropriate permission.",
      "aid": "my-welcome"
    }
  ],
  "documents": {
    "README.md": "# Tiny places, thoughtful welcomes\n\nTen fresh play starts for a familiar adult and a child, roughly ages 3–5, before Foundation/Prep and state equivalents. Choose by the child's interests, skills, comfort and available support. Age is a guide, not an entry test. Start anywhere; weeks 3–4 names the next library slice, not required attendance or a timetable.\n\n## Start with one line\n\nAsk: **Would our visitor like to join, watch, or do something else?** Wait, follow one clear choice and enjoy a little pretend visit. A comfortable place and familiar communication are enough. A page is optional. Keep the child's usual signs, augmentative and alternative communication (AAC), or other established supports available.\n\nAn unclear response is not agreement. Pause, offer another clearly named idea, change the invitation or finish. Parents owe no records, catch-up or completed project. An adult stays available to read, interpret, support or make only as wanted.\n\n## Choose your door\n\n- [Child's short starts — readable HTML](children.html)\n- [Full parent guide — readable HTML](parent.html) · [editable Markdown](PARENT-GUIDE.md)\n- [All ten complete invitations — readable HTML](invitations.html)\n- [Educator noticing and next moves — readable HTML](educator.html)\n- [Original illustrated model and empty aids — readable HTML](aids.html)\n- [Dated local fact and a recheck form — readable HTML](local.html)\n- [Edit and propose a changed edition — readable HTML](edit.html)\n- [Framework scope and sources — readable HTML](framework.html)\n- [Complete reuse notice — readable HTML](rights.html)\n\nThe child can invent a place, welcome a visitor, ask before changing, agree a shared turn and make a useful message. Each card has three specific routes, two fictional examples, a later fresh start and an optional extra. Every route permits rest and finish. One meaningful choice is a useful start; adult narration alone is not the child's creation.\n\nNo screen is needed. These static readers load their local style and SVG files; they do not record, upload or store responses. Optional outside references open only when an adult follows a link. There is no account, autoplay, audio, timer or completion reward. Markdown may open or download depending on the host; the HTML readers provide direct complete readable alternatives.\n\nSource author delivery awaits a different whole review and later packaging. No learner trial, proven engagement, full EYLF programme, all-state adoption, school readiness, diagnosis or complete school year is claimed.\n\nOriginal play materials and artwork © NeuroForgeIO Pty Ltd 2026 · CC BY 4.0. Full rights and exceptions: [portable notice](legal/NOTICE.md).\n",
    "PARENT-GUIDE.md": "# Pick one idea. Let the play happen.\n\nRead the opening of any card, then wait. Follow one clearly chosen idea. You can be a willing visitor, describe an imagined place or make a broad mark on the child's direction. Ask before adding to or sharing their creation. Their decision matters; your making and interpreting help stays yours.\n\n## A tiny setup\n\nUse a comfortable familiar spot. A flat page and an existing broad drawing tool are optional, chosen by the adult for this individual child. The no-extra-material route is complete; usual communication supports remain available. No loose small pieces, cutting, tools, building, food, tied cords, new purchase or rearranged furniture are needed.\n\nOffer one named option at a time when useful. Use the child's established voice, sign, AAC, clear point or yes/no system. Wait and confirm the intended meaning. An unclear or absent reply is not agreement. Do not make up an unfamiliar sign system for the task. A familiar competent speaker can use the home language; certified translations are not provided.\n\n## Keep it light\n\nOne choice, a small story or watching can be enough. There is no session length target. Split, repeat, change, rest or finish whenever useful. Longer questions, examples, later starts and extras are optional. No previous pack, saved page, remembered story or completed earlier invitation is needed.\n\nShared play needs willing partners and renewed agreement when a choice changes. Separate play is available. No visitor has to accept an invitation, provide a reason for saying no, perform for an audience or share a personal story. Fictional visitors can leave, watch or have different preferences.\n\n## What actually happened?\n\nAn imagined try is a story. A traced page is an actual pretend-play action by whoever traced it. A plan not used remains a plan. A supplied fictional model is the author's work; selecting it does not make it original child artwork. A real willing adult's reply is their actual reply, while an invented character's praise remains fiction. Neither proves a real building improvement or developmental outcome.\n\nParents need no notes. If an educator records a brief observation, use actual communication, choice and support to choose a specific next invitation. Follow the setting's privacy practice; this pack collects no information. Keep child names, images, contact details and private stories out of proposed public resource edits.\n\n## Make the route fit today\n\n- Less language: invitation 11 offers join or watch one named choice at a time, with another idea or finish available.\n- Less handling: in 14, direct the adult's broad mark after a clear request, or keep the whole change imagined.\n- No image: in 13, name two imagined rooms; ask about one visitor's choice, then stop if wanted.\n- More complexity: in 17, keep two possible changes with different purposes. A second version need not be better.\n- A quieter turn: in 15, use a silent described scene or separate places. No sensory exposure or timed waiting is required.\n- Familiar language or communication: use a competent familiar speaker and the child's existing system throughout, with the same choice and consent.\n\nThese routes can be used by neurodivergent and neurotypical children, changed or declined. They are options for this moment, not permanent learning-style or diagnosis templates. Individual access and usefulness require review with the people using the pack.\n\nChoose any card again tomorrow, or follow a completely new child-led interest. The next useful idea is more important than reaching the end of a set.\n",
    "EDUCATOR.md": "# Notice one useful thing. Choose a next move.\n\nThese are open formative play invitations, not held tests, grades, developmental screening or complete EYLF assessment. Children can know the examples and use any support. A child's current interest, family context and chosen communication guide teaching. Watching or finishing deserves respect; it does not by itself establish a particular learning intention.\n\n## Useful observation and next teaching\n\n| Actual observation, if it happens | Specific next invitation |\n| --- | --- |\n| A child chooses watch using a familiar sign; the adult confirms. | Offer a watching place for a fresh visitor, then invite one optional next action. |\n| A child directs the adult's message mark and gives it a meaning. | Offer a willing recipient, or keep the message private. Name the adult's pencil help separately. |\n| A child says no to changing their picture; the adult leaves it. | Ask about a fresh adult-owned mark another time, keeping no available. |\n| Two willing partners agree separate spaces and actually use them in pretend play. | Invite one optional connection, asking both again. |\n| A real adult interprets a sign differently from its intended meaning. | Offer a spoken explanation or another form, then an optional new try. |\n| A child proposes moving a doorway but does not try it. | Retain the plan, or invite a later trace or described story. Do not write a result that never occurred. |\n| Keeping a page adds an unwanted family job. | Start a fresh oral scene with nothing to keep next time. |\n\nIf useful, write only **actual choice/action · support given · next invitation** in the setting's ordinary private record. For example: “Chose separate rooms by pointing; I drew the requested doorway; next offer a willing visitor one welcome choice.” This is an invented example, not a learner record. The pack stores or sends no note.\n\n## Review your invitation too\n\nWere the choices understandable? Was the child's communication available? Did you wait? Did your help leave a real decision? Did each partner remain willing? What did the family say was useful? Change your setup, language or next step using actual contextual evidence. No automatic outcome, independence or progress claim follows a completed page or a screen visit.\n\nThe selected framework relationships are in the full framework reader. Educators still use their required service framework, local program, professional judgement and family partnership. This supplementary slice is not a replacement program or evidence of compliance in any state or territory.\n",
    "FRAMEWORK-USE.md": "# Sources, dates and the limits of this slice\n\nChecked 8 October 2026. This is original optional preschool play, roughly ages 3–5, before Foundation/Prep and state equivalents. EYLF V2.0 (2022) provides a national early-childhood framework from birth to five and transition to school; this pack serves a smaller audience.\n\n## Selected relationships\n\nThe welcomes and shared choices offer opportunities relating to EYLF Outcome 2: participation, different perspectives and fairness. Child-chosen changes connect with Outcome 4: inquiry, problem solving and adapting an idea. Purposeful messages and agreed meanings connect with Outcome 5: communication and representation. Responsive relationships, family context, purposeful play and observation inform the adult approach. These are original interpretations of selected opportunities, not official activities, full outcome coverage or automatic attainment. The full framework integrates its vision, principles, practices and outcomes; a ten-invitation set does not replace that whole.\n\n## Primary sources\n\n- Australian Government Department of Education [AGDE] (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0). Australian Government Department of Education for the Ministerial Council. [Official PDF](https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf). Adult locators: pages 4–9, 12–29, 38–43, 50–63. The author also read the remaining meaningful framework text and full legal front matter. The retained complete PDF is private authority input; no source photo, artwork or page layout is reproduced in this pack.\n- [ACECQA approved learning frameworks](https://www.acecqa.gov.au/nqf/national-law-regulations/approved-learning-frameworks), checked 8 October 2026. Services use the framework applicable to them; home play is not service compliance.\n- [QCAA alignment between QKLG and EYLF V2.0](https://www.qcaa.qld.edu.au/kindergarten/qklg/purpose/alignment-qklg-eylf), checked 8 October 2026; page states updated 31 July 2024. This explains the complementary Queensland kindergarten context. No QKLG continuum or assessment judgement is imported, and this slice does not claim complete Queensland or other state coverage.\n- [ACECQA copyright](https://www.acecqa.gov.au/copyright), checked 8 October 2026, plus the PDF's own specific CC BY 4.0 terms and photo/trademark exceptions.\n\nThe project's early-years source catalogue remains **source_confirmed_not_imported** for EYLF: an identified primary source is not a complete canonical import or all-state curriculum map. The exact complete retained 26,152,357-byte PDF was streamed from the official URL on 8 October 2026 and matched its stored SHA256 54e524583d297acd72f151324538b22cb1f8ad3fb9821b067ebd0b3b1369a52e. Full text was extracted and read; framework photos and physical layout were not reviewed or copied. The web PDF reader failed its size limit before this separate successful stream verification.\n\nThis pack includes no Australian Curriculum/ACARA content, codes or school attainment criteria. It invents no First Nations story, language, symbol, permission or knowledge. Authentic community material needs its holders' authority and context. A competent familiar speaker may adapt language; no reviewed translation is claimed. Full outside rights remain in the portable notice.\n",
    "LOCAL-FACTS.md": "# A real local starting point, with a quick recheck\n\n## Rockhampton library membership · adult reference\n\nChecked 8 October 2026 against [Rockhampton Regional Council's membership page](https://www.rockhamptonregion.qld.gov.au/FacilitiesRecreation/Library/Library-Membership). The council page says membership is free and offers in-person and online applications. It explains that staff process online applications during business hours, rather than instantly. This is a dated source statement, not a promise that a branch is open, a particular item is available, a place is accessible for an individual, or a visit has happened.\n\nPossible play connection: invitation 12 can invent a book-return or welcome job; invitation 18 can imagine a message arriving at a library. The invented library is not a map or description of a real branch. Borrowing or visiting is optional; a page or a story is enough.\n\nAn adult considering a real service checks today's official page and relevant branch information, asks staff about any individual access question and follows ordinary family/service arrangements. No child membership form, account, address or identification is requested by this pack. Other places can use their own council or library's primary page instead.\n\n## Recheck and propose a local example\n\nUse a blank page or the full text form below. Keep the source statement separate from your play idea. A changed local example is a proposal until reviewed; it does not update other people's copies.\n\n1. Official organisation and page URL:\n2. Date and time you checked it:\n3. Small fact the page actually supports:\n4. Conditions, date, exceptions or uncertainty shown:\n5. Your optional pretend-play connection:\n6. What an adult must recheck before any real use:\n7. Reviewer and changed-edition date, if reviewed:\n\nLeave fields empty until checked. Do not put child names, personal details, screenshots of private accounts or unsupported opening hours in a proposal. Link outside media instead of importing it without appropriate rights. Submit the proposed fact and source with the editable resource; publication and source review are separate decisions.\n",
    "EDIT-AND-FEEDBACK.md": "# Make it work for your family or group\n\nYou can change the original invitations and artwork with credit under CC BY 4.0. Use the editable card Markdown or play-path.json. Keep each card's purpose, a short opening, an actual fresh start, practical routes, adult-help distinctions and rest/finish choices. Replace examples with your own supported context; label invented examples as fiction.\n\n## A short proposal is enough\n\nCopy the card into your own file. Tell us which invitation and edition you changed, paste the proposed words, say why they help, and include primary sources for any factual change. Add the reuse credit and a short changes note. The blank local-source form helps with dated information. Leave child names, diagnoses, identifiable work, contact details and private conversations out of public proposals.\n\nKeep the complete proposal in your own file. When you want to offer it for review, open [Contribute to SubjectNest](https://neuroforge.io/subjectnest/contribute/) or the [prefilled suggestion form](https://neuroforge.io/contact/?intent=subjectnest-contribution&topic=SubjectNest+resource+contribution#contact-builder). Short suggestions fit the online form: it needs your adult reply email, a topic, consent and its spam check, with a message limit of 2,000 characters. For longer editable attachments, use hello@neuroforge.io. Include the resource link/version, proposed change, reason, relevant source and ownership or sharing rights. Keep examples fictional or general.\n\nRoutes checked 8 October 2026. Saving, copying or exporting a draft is not submission. A proposal enters review; it does not publish automatically, transfer rights or grant a licence. Recheck the live route when using an older downloaded copy.\n\nExample credit: Tiny places, thoughtful welcomes © NeuroForgeIO Pty Ltd 2026, CC BY 4.0, https://creativecommons.org/licenses/by/4.0/. Adapted by your chosen credit name; changes: simplified invitation 13 and added a dated local reference.\n\nSoftware files carry Apache License 2.0; keep their full grant and notices. Outside framework/council material has separate rights. Source reviewers assess changed facts, meaning, consent, practicality, access, blank/model distinctions and credit. A user's helpful edit does not become an approved curriculum mapping automatically.\n\nThe included source creator supports complete reproduction from the editable seed. Its read-only default compares the current generated edition. Explicit output makes a new directory; it refuses existing or unsafe targets before writing. Editing an owned seed is a changed edition that needs fresh generation and review. A source verifier pass does not replace that review or a human trial.\n",
    "legal/NOTICE.md": "# Complete portable reuse and outside-source notice\n\n## Original materials and software\n\nTiny places, thoughtful welcomes: original ten invitations, thirty routes, twenty worked fictional contexts, ten later starts, ten extras, guidance, editable original seed, original vector artwork, exact descriptions and original factual paraphrases are © NeuroForgeIO Pty Ltd 2026, licensed under Creative Commons Attribution 4.0 International, https://creativecommons.org/licenses/by/4.0/. The complete grant and conditions are in CC-BY-4.0-LEGALCODE.txt. Keep the title, creator, licence link and relevant notice; identify changes when adapting. Example: “Tiny places, thoughtful welcomes © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. Adapted by [chosen credit]; changes: [brief description].”\n\nOriginal creator/verifier software and HTML/CSS presentation code are © NeuroForgeIO Pty Ltd 2026, Apache License 2.0. The complete 11,358-byte grant and conditions are in APACHE-2.0.txt. Keep software notices with the code; educational words and original art embedded in HTML remain CC BY 4.0. The full grants are portable companions, not summaries substituting for their terms. No external software, renderer or font bytes are distributed. The static readers and SVG use locally available fonts; no font embedding, certified print accessibility or physical printing is claimed.\n\nThese grants apply to original contributions, not outside source documents, marks, photos, cultural knowledge, individual learner expression, personal information or another person's work. Learner work remains with its holder; obtain appropriate permission before copying or sharing it. This pack asks for no child names, recordings, photographs, addresses or uploaded responses. No endorsement, affiliation or approval by a government, service, source owner or community is implied.\n\n## EYLF V2.0 and ACECQA\n\nSource: Australian Government Department of Education [AGDE] (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0). Australian Government Department of Education for the Ministerial Council. Official source: https://www.acecqa.gov.au/sites/default/files/2023-01/EYLF-2022-V2.0.pdf . The source PDF's non-photographic, non-trademark material is provided under Creative Commons Attribution 4.0 International. ACECQA retains copyright and reserves rights in its photographic images except permitted uses. This pack's short selected relationships are modified original interpretations, not official lessons or a complete copy. No framework photo, protected mark, artwork, diagram or page layout has been copied here. The full PDF is a separately protected private authority input, not a member of this public source slice.\n\nACECQA's general website copyright statement, read 8 October 2026 at https://www.acecqa.gov.au/copyright , allows stated personal/non-commercial or organisational non-commercial use with acknowledgement subject to contrary statements on material, and reserves other rights. The PDF's specific licence controls that PDF's eligible material; a link does not grant blanket reuse of the whole website or excluded media. Outside material retains its own applicable terms. No clinical, developmental, service-compliance or learner effectiveness assurance is made.\n\n## Queensland and the local factual reference\n\nQCAA's complementary QKLG/EYLF relationship is linked and briefly interpreted, © State of Queensland (Queensland Curriculum and Assessment Authority) 2024, under its applicable CC BY 4.0 terms and exceptions at https://www.qcaa.qld.edu.au/copyright . The current alignment page states updated 31 July 2024 and was checked 8 October 2026. No QCAA logo, coat of arms, commissioned illustration, glossary, child work sample, photograph, recording or separately restricted material is copied. No QKLG continuum, transition statement, school grade or state adoption judgement is imported.\n\nRockhampton Regional Council retains rights in its website words, images and branding: https://www.rockhamptonregion.qld.gov.au/FacilitiesRecreation/Library/Library-Membership . The adult card is a small original dated factual paraphrase with its source link, not an imported page or photo. It does not grant permission to copy the council's media or imply council endorsement. No current branch opening, item availability, access assessment, enrolment or visit is claimed. Adult rechecking before actual use remains necessary.\n\n## Scope and culture\n\nNo ACARA/Australian Curriculum text, codes, workbook records or school attainment criteria are included, so an ACARA standard/platform citation is not represented as applying to this slice. This is optional early/home play before Foundation, not a complete preschool programme, whole outcome assessment, state framework map or school year.\n\nNo First Nations story, language, cultural symbol, repertoire, permission or traditional knowledge is invented or imported. Community-authorised material needs its owners' context, permission and appropriate credit, independently of generic original-material licences. Competent familiar speakers may adapt language with care; no checked translation is supplied.\n\n## Actual digital and edit behaviour\n\nReaders load local static HTML, CSS and SVG files. There is no JavaScript, external API, storage, collection, autoplay, audio, account, synchronisation or submission handler. External source links are optional adult actions. Copying or editing this source does not update another copy or produce an approved edition. The source itself has no submission handler. Its adult edit reader links to the separate verified contribution page and form; following that route can collect the adult details described there. A local draft is not a submission, and this author sent no proposal or verified an inbox receipt. Source checks and author desk views cannot establish human use, individual access, safety of another setting's materials, classroom benefit, savings or popularity.\n"
  },
  "aids": {
    "welcome-model": {
      "title": "Paper Harbour — a fictional model",
      "instruction": "Borrow one idea, change it, or leave this model aside.",
      "role": "filled-fictional-model",
      "blanks": [],
      "labels": [],
      "description": "An original filled fictional scene called Paper Harbour. A blue rounded watching patch is on the left, with a broad seat line. A peach making patch is on the right, with a large drawn page and three broad marks. A wide unlabelled curved connection runs between the patches. A round yellow visitor is near the watching patch; a tall purple visitor is near the making patch. A message below says Ask before joining. The picture supplies choices and a message; it contains no child work, actual people, real location, tested access or recorded response. A child may give the marks another meaning or ignore the scene. Title and instruction sit above the scene. The footer identifies original supplied fiction, NeuroForgeIO Pty Ltd 2026 and CC BY 4.0."
    },
    "my-welcome": {
      "title": "My tiny welcome",
      "instruction": "Choose one part, tell it, or direct a maker.",
      "role": "empty-own-aid",
      "blanks": [
        [
          44,
          205,
          706,
          560
        ],
        [
          44,
          835,
          706,
          155
        ]
      ],
      "labels": [
        [
          44,
          184,
          "My place or welcome idea"
        ],
        [
          44,
          814,
          "One meaning, if wanted"
        ]
      ],
      "description": "A portrait page with two genuinely empty white rounded response areas. The large upper area is for an own place or welcome idea; a separate smaller area below is for one meaning if wanted. Labels are outside both interiors. No scene, route, visitor, meaning, mark or child answer is supplied. Any area may remain empty, and an oral or familiar communication route is complete. Title and instruction are above the areas. Complete footer: Original empty play aid · rest, finish or leave areas empty. © NeuroForgeIO Pty Ltd 2026 · CC BY 4.0."
    },
    "shared-choice": {
      "title": "Two ideas can have room",
      "instruction": "Use either space, both, or a spoken scene.",
      "role": "empty-own-aid",
      "blanks": [
        [
          44,
          205,
          706,
          340
        ],
        [
          44,
          625,
          706,
          365
        ]
      ],
      "labels": [
        [
          44,
          184,
          "One possible idea"
        ],
        [
          44,
          604,
          "Another possible idea"
        ]
      ],
      "description": "A portrait page with two broad genuinely empty white rounded panels, one above the other. The outside labels are One possible idea and Another possible idea. Neither panel supplies a preference, role, agreement or connecting route. They can hold different ideas, remain separate or be unused. There is no required pair of answers. Title and instruction are above the panels. Complete footer: Original empty play aid · rest, finish or leave areas empty. © NeuroForgeIO Pty Ltd 2026 · CC BY 4.0."
    },
    "change-note": {
      "title": "One change, if wanted",
      "instruction": "A plan stays a plan until a chosen try happens.",
      "role": "empty-own-aid",
      "blanks": [
        [
          44,
          205,
          706,
          270
        ],
        [
          44,
          550,
          706,
          270
        ],
        [
          44,
          895,
          706,
          95
        ]
      ],
      "labels": [
        [
          44,
          184,
          "A first idea made or described now"
        ],
        [
          44,
          529,
          "One possible change"
        ],
        [
          44,
          874,
          "What actually happened, or leave empty"
        ]
      ],
      "description": "A portrait page with three genuinely empty white rounded areas in a vertical sequence. Two roomy panels carry outside labels for A first idea made or described now and One possible change. A broad empty strip below is labelled outside What actually happened, or leave empty. No earlier work, change, trial, improvement, result or child choice is filled in. An untried plan does not require a result. Title and instruction are above the areas. Complete footer: Original empty play aid · rest, finish or leave areas empty. © NeuroForgeIO Pty Ltd 2026 · CC BY 4.0."
    },
    "message-and-care": {
      "title": "A message and a place for it",
      "instruction": "A mark, sign, spoken idea or your own way can work.",
      "role": "empty-own-aid",
      "blanks": [
        [
          44,
          205,
          706,
          360
        ],
        [
          44,
          640,
          706,
          140
        ],
        [
          44,
          855,
          706,
          135
        ]
      ],
      "labels": [
        [
          44,
          184,
          "My message, if wanted"
        ],
        [
          44,
          619,
          "Its agreed meaning here"
        ],
        [
          44,
          834,
          "Where it goes, or keep it private"
        ]
      ],
      "description": "A portrait page with three genuinely empty white rounded areas. A large top panel is for My message, if wanted; two smaller panels below are for Its agreed meaning here and Where it goes, or keep it private. All labels are outside the interiors. No message, recipient, universal symbol, storage place or result is supplied. An adult can scribe only on the child's direction; a private or unwritten message is welcome. Title and instruction are above the areas. Complete footer: Original empty play aid · rest, finish or leave areas empty. © NeuroForgeIO Pty Ltd 2026 · CC BY 4.0."
    }
  }
}