{
  "title": "Small world, big ideas",
  "audience": "Adult-supported pretend play, roughly ages 3–5; choose by the individual child, not an age test.",
  "timing": "About ten minutes when useful. Stop, repeat or split whenever the child wants.",
  "starts": [
    {
      "id": 1,
      "slug": "01-a-place-for-a-visitor",
      "title": "A place for a visitor",
      "invitation": "Something tiny has arrived. Where could it stay? You can make a place, tell me about one, or show me what to draw. It could be a cave, a room in the clouds, or somewhere nobody has thought of yet. Shall we start with one part?",
      "aim": "Give an imagined place a purpose and make one child-owned choice.",
      "ready": "A blank page, the empty play-board aid, or no materials. An adult can be the maker. No small loose toy is needed.",
      "steps": [
        "0–2 minutes: Offer the invitation once. Wait for a choice, including a different idea or no play today. Ask whether the visitor wants a place to rest, play or something else; do not assign its needs for the child.",
        "2–5 minutes: Make one chosen part. A mark can be a doorway, a named patch can be a room, or a spoken description can make the whole place. Ask permission before adding adult marks.",
        "5–8 minutes: Invite the visitor into that imagined part. Ask one useful question: ‘How does it know this is its place?’ Follow the child's answer into play rather than testing the name of a shape.",
        "8–10 minutes: Offer keep, change or finish. If another start would be fun later, keep the page only with the child's agreement; a story can be remembered without taking a photo."
      ],
      "routes": [
        "Draw or arrange: Use one broad mark on a flat page for a place. A child might put a doorway beside a sleeping patch, then trace an imagined arrival with a finger. Make it as simple as they choose; there is no required number of rooms, marks or characters.",
        "Tell, sign or point: Offer two spoken place ideas, or two large drawings the adult names, with ‘your own place’ available. The child's established sign, AAC or clear point can choose. Confirm the meaning gently; the adult then follows that exact direction and names their own making help.",
        "Small start or no materials: Sit comfortably and imagine just one resting spot. Say ‘I can be the visitor; where shall I wait?’ Act only in the pretend story, without moving into the child's personal space. One choice followed by a quiet stop is a useful play start."
      ],
      "examples": [
        "Transport: A child invents a bus waiting room for a round visitor. A line becomes its door; the adult asks where it waits and uses the child's named patch. This is a made-up bus place, not a trip the child actually took.",
        "Space: The visitor wants a cloud room with a dark quiet corner. The child points to an empty part and asks the adult to leave it blank. A deliberately chosen empty place can carry meaning; untouched space alone does not tell us what they chose."
      ],
      "notice": "Notice an actual choice and how the child communicates its meaning. If the adult supplied the whole place, invite a smaller choice next time; do not record adult invention as the child's.",
      "later": "Return to this place if available, or start a fresh one. Ask ‘Who might visit?’ No remembered first session is needed.",
      "extra": "Invite another willing play partner to make a separate visitor. Agree whether the two places connect; sharing is optional.",
      "aid": "play-board",
      "opening": "Where could our tiny visitor stay?"
    },
    {
      "id": 2,
      "slug": "02-a-visitor-with-a-job",
      "title": "A visitor with a job",
      "invitation": "Our pretend place can have a visitor. What could it do there? Maybe it carries a message, looks after a garden, or simply rests. You can invent it with one shape or tell me about it. It does not need a face or a name.",
      "aim": "Link an invented character's action to its own purpose.",
      "ready": "Use an earlier place only if it is really available and wanted; otherwise name or draw a new one now. Optional broad visitor drawings are suggestions, not child creations.",
      "steps": [
        "0–2 minutes: Invite a fresh visitor. Ask ‘What is it here to do?’ Accept resting, looking or no assigned job. Avoid questions about the child's own family or work.",
        "2–5 minutes: Make or describe one character feature that helps the chosen idea. An imaginary mail carrier might have a broad message pocket; a resting visitor may need no added feature.",
        "5–8 minutes: Play one short arrival or action. ‘The message is here. Where shall it go?’ Let the child make the next move, including changing the job or making a second character.",
        "8–10 minutes: Ask what should stay. The visitor can remain unnamed; do not turn the play into a written description task."
      ],
      "routes": [
        "Draw or arrange: Choose one supplied broad shape or draw an own visitor. Add a broad basket mark, a looking window or nothing. Place it in an imagined scene on the page and decide what happens; choosing supplied art is different from drawing its design.",
        "Tell, sign or point: The adult names two possible jobs, then offers another idea or no job. Use the child's established communication to choose. Ask one open follow-up about the action and turn the answer into a short pretend exchange; no spoken sentence or character count is required.",
        "Small start or no materials: Use the adult's narrated visitor: ‘I have a pretend message. May I leave it here?’ The child can agree, decline or direct another imagined spot. Keep the real adult still and comfortable; imaginary action does not require physical acting."
      ],
      "examples": [
        "Garden: A child makes a triangular visitor that checks a pretend greenhouse window. They say it looks rather than waters. The adult follows that job instead of adding real water, seeds or plant facts to a story.",
        "Library: A round visitor delivers a made-up book to a cloud shelf. The child directs the adult to draw a large pocket. That drawing is adult-made on the child's direction; it does not demonstrate the child's pencil control."
      ],
      "notice": "Notice a child-owned link between visitor, action and purpose. A character label supplied by an adult alone is not that link.",
      "later": "Offer a new job for a new or remembered visitor. If the earlier story is gone, make a fresh one with one short choice.",
      "extra": "Play a visit where the visitor politely asks before entering. Either character can say no; nobody has to perform for an audience.",
      "aid": "visitor-cards",
      "opening": "What could our pretend visitor do here?"
    },
    {
      "id": 3,
      "slug": "03-make-a-way-through",
      "title": "Make a way through",
      "invitation": "A visitor wants to get somewhere in our pretend place. Where shall it start? Where could it go? You can draw a way, tell me a way, or ask me to trace it. We can change the destination whenever you like.",
      "aim": "Represent a chosen route and connect it to a pretend purpose.",
      "ready": "A flat page or the route-map aid. No walking course, obstacle, tied cord or real journey is needed. Choose a fresh imaginary start and destination if earlier play is unavailable.",
      "steps": [
        "0–2 minutes: Ask for an imaginary start and destination, or offer two named broad patches to choose. If the visitor wants to stay put, follow that story or choose another start.",
        "2–5 minutes: Make a path, a set of spoken directions or an adult-traced route. Use ‘beside’, ‘around’ or another useful word only where it matches this particular scene.",
        "5–8 minutes: Try the chosen representation in pretend play: trace, direct a trace or describe the journey. Ask ‘Did our visitor reach the place you chose?’ A described trip is not a physical test of a built route.",
        "8–10 minutes: Keep the route or change one part. If no try happened, the route remains a useful plan; do not invent a success."
      ],
      "routes": [
        "Draw or arrange: Name two patches on a broad empty map and make a connecting mark. Let the child trace any comfortable part, or ask an adult to do so. A winding or straight route can work in this story; there is no shortest-path or line-neatness score.",
        "Tell, sign or point: Offer two imaginary destinations with clear names. Follow the child's chosen sequence, such as ‘around the room, then to the door’. Repeat only to check the agreed meaning. Stop if the child wants to change it; a route can stay partly described.",
        "Small start or no materials: Name one pretend move, such as ‘the visitor goes beside the tree’. The adult narrates that move and asks whether to keep it. If spatial words are not useful, use the child's established ‘here/there’ choices with clearly named locations."
      ],
      "examples": [
        "Delivery: The child makes a route from a pretend parcel room to a friend's imaginary door. The adult follows the selected path with a finger, then reports only that traced route; no real parcel delivery occurred.",
        "Ocean: The visitor travels around a drawn island to a sleeping bay. The child stops before reaching the bay and chooses to rest there instead. That changed destination can be the story, not an error to correct."
      ],
      "notice": "Notice the chosen locations, representation and any actual pretend tracing or direction. Keep a plan, an enacted story and a real material test distinct.",
      "later": "Make a new imaginary destination. Use the same map only if wanted; otherwise a spoken start works straight away.",
      "extra": "Offer a new fictional blocked patch and ask what might change. Label it as a new story condition, not something that happened during the earlier try.",
      "aid": "route-map",
      "opening": "Where shall our visitor go?"
    },
    {
      "id": 4,
      "slug": "04-leave-a-little-message",
      "title": "Leave a little message",
      "invitation": "A visitor has something to tell another visitor. What could the message be? A mark, a picture, a word, a sign or your own way can carry it. Tell me what it means, and I can help keep that meaning with it.",
      "aim": "Give a made message a meaning and a chosen recipient or private purpose.",
      "ready": "A blank page or message-board aid. An adult reads all print when needed. No letter formation, independent reading or public posting is required.",
      "steps": [
        "0–2 minutes: Ask who the pretend message is for, or whether it is a private reminder. Offer one playful situation, such as a cloud picnic, only if the child needs an entry.",
        "2–5 minutes: Make the message in a chosen form. Ask ‘What does this mean in your story?’ An adult can write the child's dictated words with permission; name that support.",
        "5–8 minutes: Use the message in pretend play. The adult can be a recipient who asks for its meaning. Do not treat an unfamiliar symbol as universally understood or guess the child's intended meaning.",
        "8–10 minutes: Decide where the message stays, or let it disappear. Keeping a meaningful mark is enough; no correct spelling or audience approval gate."
      ],
      "routes": [
        "Draw or arrange: Make one broad mark or picture and give it a specific meaning, such as ‘quiet place here’. Put it beside a named imaginary spot. If an adult makes the mark on direction, preserve the child's message choice without claiming independent writing.",
        "Tell, sign or point: The child uses a familiar sign, AAC, voice or agreed point to deliver a pretend message. The adult repeats the meaning to check it. It can be used immediately without any paper; an existing communication symbol keeps its established meaning.",
        "Small start or no materials: Offer ‘come in’, ‘wait’ or another message the child chooses for a visitor. Deliver it together in the story, or keep it private. Declining to send is a valid choice; there is no requirement to communicate with a new person."
      ],
      "examples": [
        "Food play: A child makes a broad circle for ‘our pretend soup is ready’. The adult asks its meaning, then plays a visitor hearing that message. This does not require real food or imply a circle always means soup.",
        "Workshop: A child directs a drawing of a closed doorway and says ‘wait while the imaginary machine rests’. The adult scribes the phrase separately. The child's chosen message is recorded; the adult's handwriting is not scored as the child's."
      ],
      "notice": "Notice the child's actual intended meaning and its use or plan. A mark with no available meaning remains an open creation, not a communication failure.",
      "later": "Invent a fresh message for a pretend place. No earlier sign or spelling knowledge is required.",
      "extra": "Choose a second way to carry the same meaning, such as a drawing and a spoken message. Ask what each one helps with here, without ranking communication modes.",
      "aid": "message-board",
      "opening": "What message shall we leave for our visitor?"
    },
    {
      "id": 5,
      "slug": "05-a-small-world-problem",
      "title": "A small-world problem",
      "invitation": "Something in a pretend place could be easier for its visitor. Shall we make a quiet corner, a clearer way through, or something else? You can change one part. We can try it in the story and see what our story does next.",
      "aim": "Choose a pretend problem and a possible change, with optional actual play use.",
      "ready": "Use any available drawing or invent a new place now. The change-panels aid is optional. Avoid real repairs, tools, rearranging furniture or assumptions about a child's own difficulties.",
      "steps": [
        "0–2 minutes: Offer the short opening and wait. The child might help a pretend visitor find a place to pause or a way through, choose another thing to do, or decline. The longer invitation is optional; do not make the character distressed to force help.",
        "2–5 minutes: Choose one change to the invented place. Ask ‘What could that help with?’ Let the answer stay tentative. An adult can make the requested change or describe it.",
        "5–8 minutes: If wanted, use the changed drawing or story in a short pretend try. Ask what actually happened in that play. If the child only plans, retain the plan without calling it tested.",
        "8–10 minutes: Keep, change again or stop. A visitor can have a different preference; no one perfect solution or compulsory improvement."
      ],
      "routes": [
        "Draw or arrange: On two blank panels, make an earlier idea and a possible change. For a clearer entrance, add one doorway mark. Use one actual drawn version in pretend play if wanted; two pictures alone do not show a tested material improvement.",
        "Tell, sign or point: Offer quiet corner or clearer route, then an own idea. Follow the chosen answer into a described change. The child may direct the adult to alter a drawing; note the adult action separately from the child's decision and any later play.",
        "Small start or no materials: Say ‘Our pretend visitor wants to pause. Where could it wait?’ Accept one imaginary spot. Ask whether to play that pause or just keep the idea. No reenactment or sensory exposure is necessary."
      ],
      "examples": [
        "Music: An imagined rehearsal room gets a quiet waiting patch. The child tells the adult where it belongs and keeps it as a plan. No sound is played, and there is no claim that a real acoustic change was tested.",
        "Sport: A paper stadium gets a broad entry line. The child directs the adult to trace a visitor through it and then changes the destination. Record that actual directed trace, without claiming it solved a real access problem."
      ],
      "notice": "Notice a chosen problem, proposed change and any actual pretend use. ‘Might help’ is a useful idea; it is different from observed benefit for a person.",
      "later": "Offer another fictional place with an easy entry problem, or replay this one for enjoyment. No assessment or previous result is needed.",
      "extra": "Let two invented visitors prefer different places. Make both options available in the story; nobody has to agree on a single best design.",
      "aid": "change-panels",
      "opening": "Shall we help our visitor do one thing?"
    },
    {
      "id": 6,
      "slug": "06-sort-for-a-purpose",
      "title": "Sort for a purpose",
      "invitation": "Our pretend place has things to put somewhere. What could go together? Things for resting, things for making, or your own groups? You can choose the rule, and a thing can stay out or belong in more than one place.",
      "aim": "Choose and use an understandable grouping purpose in pretend play.",
      "ready": "Use broad drawings on a page or name imagined things. The two-area sort-mat aid is optional. No loose small sorting objects, food, buttons or beads are needed.",
      "steps": [
        "0–2 minutes: Invent two or three broad pretend things together, such as a resting mat, a message and a drawing sheet. The child can replace the ideas with their interests.",
        "2–5 minutes: Ask how the things could be grouped for this place. Name the child's chosen purpose and check the meaning; do not impose colour, size or a hidden correct rule.",
        "5–8 minutes: Place, point or narrate where one thing goes. Ask why only if useful. A multi-use thing may fit both groups or need another place; change the rule openly if the child wants.",
        "8–10 minutes: Keep the grouping for a short pretend scene or finish. No required item count, speed or exact two-group completion."
      ],
      "routes": [
        "Draw or arrange: Draw large representations of a mat, a message and a page, then point to a blank group area for each. Write the child's chosen group meanings only with permission. An unplaced thing can remain undecided; the blank mat supplies no group answers.",
        "Tell, sign or point: Describe one imaginary thing at a time and offer the two agreed group names. The child uses their usual communication to place it, choose both or make another group. Check ambiguous choices without changing their grouping purpose.",
        "Small start or no materials: Choose just one imagined thing and one possible place. ‘The drawing sheet stays in the making room’ can begin the scene. Invite another thing only if the child wants; grouping does not need a pile of materials."
      ],
      "examples": [
        "Market: A child groups a pretend blanket with resting things and a pretend page with making things. They put an imaginary cushion in both. The adult follows that multi-use explanation instead of enforcing one answer per item.",
        "Animal play: Imagined animal visitors choose shady or open resting places in a fictional garden. The child defines the groups for this story; these preferences are not zoological facts about real species."
      ],
      "notice": "Notice the child's actual grouping meaning and one placement or explanation. A plausible own rule is welcome; adult sorting alone is not child classification.",
      "later": "Invent a fresh group purpose for ordinary pretend objects. The same two groups do not have to carry across sessions.",
      "extra": "Choose one thing that could fit two places and decide whether to copy its drawing, move it later or make a shared place. All are story options.",
      "aid": "sort-mat",
      "opening": "What could go together in our pretend place?"
    },
    {
      "id": 7,
      "slug": "07-the-place-changes",
      "title": "The place changes",
      "invitation": "A pretend place can change. Perhaps a new visitor arrives, a room gets another use, or the story moves somewhere else. Which part would you like to change? We can keep the rest, change everything, or leave it as it is.",
      "aim": "Make and describe a chosen story change while keeping any wanted continuity.",
      "ready": "An actual available earlier drawing is helpful but unnecessary. Name or draw a fresh first version now, then choose whether to alter it. Optional change-panels aid.",
      "steps": [
        "0–2 minutes: Offer the short opening: a new arrival, a room getting another job, or any event the child chooses. Use an earlier drawing only if available and wanted; otherwise make a fresh first scene now. Ask permission before changing their creation.",
        "2–5 minutes: Choose one change: a new destination, job, room purpose or character. Use ‘before/now’ only for the two genuinely made versions or the child's clearly described fictional sequence.",
        "5–8 minutes: Play a short moment in the changed scene. Ask ‘What stayed, if anything?’ A child may say nothing stayed; continuity is a possibility, not a completion rule.",
        "8–10 minutes: Decide which version to keep, or keep both. A second version does not have to be better. Stop without tidying the story into an adult ending."
      ],
      "routes": [
        "Draw or arrange: Make one scene in the first blank panel and a chosen variation in the second. Use broad marks or direct an adult. Point to something that stayed if wanted; copied appearances alone do not prove that the child intended the same story meaning.",
        "Tell, sign or point: Describe a room's first purpose, then ask whether to keep it or choose a different use. A familiar sign or AAC choice can change the story. Repeat the child's selected versions clearly without claiming two physical constructions were made.",
        "Small start or no materials: Play a fresh scene where an imaginary visitor was waiting and now chooses to enter or leave. The adult narrates the child's choice. One clearly agreed fictional change is enough; no memory test or retelling quota."
      ],
      "examples": [
        "Weather fiction: A cloud room in a made-up story becomes a sheltered waiting room when imaginary rain starts. No real weather observation is supplied; the child can reject the rain and keep another story.",
        "Community: An invented meeting room becomes a drawing room. The child keeps its doorway but changes the purpose. The adult asks what stayed rather than assuming the unchanged line has the same meaning."
      ],
      "notice": "Notice the child's chosen change and any stated continuity. Keep fictional sequence, actual available versions and adult suggestions clearly attributed.",
      "later": "Return to either version or invent a new first scene. The child does not have to remember what changed today.",
      "extra": "Ask an invented visitor which version it chooses, then let another visitor choose differently. These are fictional preferences, not feedback from real people.",
      "aid": "change-panels",
      "opening": "What new thing could happen in our pretend place?"
    },
    {
      "id": 8,
      "slug": "08-a-guide-for-a-new-visitor",
      "title": "A guide for a new visitor",
      "invitation": "A new visitor is coming to a pretend place. What would help it know where to go or what to do? We can make a little guide with one picture, one message or a story. It can stay private if you prefer.",
      "aim": "Choose useful information for an imagined recipient and represent it in a chosen form.",
      "ready": "The three-panel guide aid, a blank page or an oral/sign route. Start a fresh place if earlier work is not wanted. No folding, reading test, visitor performance or public sharing.",
      "steps": [
        "0–2 minutes: Welcome an imaginary new visitor together, with the child choosing whether it enters, waits or does something else. Ask what it needs to know only if that extends the play. Offer one useful guide part; no completed world or prior guide needed.",
        "2–5 minutes: Make one useful guide part. The panels are optional space, not three required items. Ask ‘What should our visitor notice?’ and keep the child's meaning with the mark or message.",
        "5–8 minutes: Use the guide in a pretend visit if wanted. The adult names what they can actually follow from it, and asks about unclear parts. A fictional visitor's reply is not a real user review.",
        "8–10 minutes: Keep or change one part, or finish. A private guide or a partly made message is useful; no correct lettering or neat fold required."
      ],
      "routes": [
        "Draw or arrange: Use one broad panel for an entrance picture or waiting sign and explain its meaning. Another panel can remain empty. A child can direct the adult to place it beside an imagined entrance; selecting a layout is distinct from independently drawing it.",
        "Tell, sign or point: Give a visitor one spoken, signed or AAC instruction using the child's familiar mode. The adult checks the intended place or action and follows the pretend instruction. It can remain an oral guide with no printed product.",
        "Small start or no materials: Ask ‘What is one thing our visitor should know?’ Accept a pause, an own idea or no guide today. Play one short welcome if chosen, with the child deciding whether a real willing play partner is invited."
      ],
      "examples": [
        "Museum: A child creates an imaginary room of interesting stones and guides a visitor to a drawn viewing patch. No actual stones are collected; the guide can be one spoken direction.",
        "Repair fiction: A visitor to a made-up toy workshop is asked to leave its imaginary toy by a large doorway mark. This is a pretend instruction, not safe handling or repair advice for a real object."
      ],
      "notice": "Notice the selected recipient, information and agreed meaning. Optional actual partner response can inform another try; imagined praise is not evidence of usability.",
      "later": "Make a new one-part guide for a fresh imaginary place. This does not depend on a completed world or earlier guide.",
      "extra": "Offer a willing familiar partner the guide and ask what they understood, with the child's permission. Keep their actual response separate from a pretend visitor's dialogue.",
      "aid": "little-guide",
      "opening": "How shall we welcome a new visitor?"
    },
    {
      "id": 9,
      "slug": "09-two-ways-to-play",
      "title": "Two ways to play",
      "invitation": "We can tell a story, make a picture, or ask someone to help make our idea. Which way sounds good now? If you like, we can try another way with the same idea. You get to choose what stays the same.",
      "aim": "Choose a representation and optionally carry an agreed meaning into another form.",
      "ready": "A blank page, oral/sign/AAC play or the optional local digital helper. Adult setup and ongoing support are needed for screen use. Paper and no-material routes stay complete.",
      "steps": [
        "0–2 minutes: Let the child choose how to make the pretend place: a mark, story, familiar communication or direction to an adult. Use a fresh idea or an actual wanted earlier one. Making one part comes first; trying another form is optional.",
        "2–5 minutes: Make or describe one meaningful part. If using the helper, let the child choose a place, visitor or need, then use the visible suggestion in their own story; it is supplied art.",
        "5–8 minutes: If wanted, represent the same chosen meaning another way. Ask what stayed and what changed. Different forms can show different details; do not require an exact visual copy.",
        "8–10 minutes: Keep the way that works for this turn, or leave both open. A mode preference today is not a permanent learning-style label."
      ],
      "routes": [
        "Draw or arrange: Make one original picture part, then narrate its meaning or direct an adult to describe it. Keep the source picture visible if useful. A story can add details; name which ideas are new rather than claiming every word was visible in a mark.",
        "Tell, sign or point: Choose an oral, sign or AAC story and, only if wanted, direct one drawing of a named part. The adult checks its meaning and their own contribution. No forced speech, handwriting or change of the child's established communication system.",
        "Small start or no materials: Say ‘I can help make the place you choose’ and offer two spoken place ideas plus an own idea. With the optional screen helper, adult operation on clear direction is labelled as such; screen presence alone shows no child digital skill."
      ],
      "examples": [
        "Architecture fiction: A child describes a tall pretend room, then asks the adult for a broad rectangular outline. The child chooses its quiet corner. Their planning and message remain useful without a claim of independent drawing or construction.",
        "Story play: A helper's supplied cloud-room drawing starts a tale about a visitor waiting for a message. The child invents the tale; the helper artwork remains credited supplied art and does not become an original child drawing."
      ],
      "notice": "Notice actual selected meaning, available forms and the adult's support. A screen tap is not automatically purposeful system exploration; no child data is saved by the local helper.",
      "later": "Offer the currently useful mode again or choose a different one. No earlier product or screen use is needed.",
      "extra": "Give one story idea two possible forms and let the child pick which is useful for its recipient here. Leave either form partly made if wanted.",
      "aid": "play-board",
      "opening": "How would you like to make our pretend place?"
    },
    {
      "id": 10,
      "slug": "10-keep-change-or-start-again",
      "title": "Keep, change or start again",
      "invitation": "We can keep playing an idea we like, change one part, make a completely new place, or finish. Which sounds good? There is no final project to complete. Your next idea can be tiny, funny, quiet or something we have never tried.",
      "aim": "Choose the next play direction and use an available idea without a completion or memory test.",
      "ready": "The repeat-menu aid is optional. Offer only earlier items that are actually available; otherwise this is a fresh play invitation with no record or setup required.",
      "steps": [
        "0–2 minutes: Offer keep, change, different or finish using words, familiar signs or clear broad choices. Keep a stop choice available throughout; it does not mean the child failed the sequence.",
        "2–5 minutes: Follow the selected direction. Keep one wanted idea, change one named part or create a fresh first part. Ask before preserving, displaying or photographing anything.",
        "5–8 minutes: Enjoy the chosen scene. One useful question is ‘What shall happen next?’ The child can decline a question and continue their play without explanation.",
        "8–10 minutes: Close in the child's chosen way. An optional adult note can help prepare another turn, but a page, photo, performance or progress log is never owed."
      ],
      "routes": [
        "Draw or arrange: Put an actual available picture beside a fresh blank page. The child chooses keep, one change or new. Do not present an adult model as their previous work. A deliberate unchanged picture can remain the choice; no improvement checklist.",
        "Tell, sign or point: Offer the four next-play choices using the child's familiar communication. Confirm an unclear selection, then follow it. A spoken or signed story can continue without recording; repeating enjoyable play is worthwhile without an added academic target.",
        "Small start or no materials: Offer ‘one more imaginary visit or finish?’ If another visit is wanted, make one scene with the child's own choice. If not, close warmly. The series can resume anywhere later; no catch-up or reward for doing all ten."
      ],
      "examples": [
        "Home fiction: The child starts a new pretend kitchen instead of keeping an earlier cloud room. One imaginary bowl mark begins the story. This is a fresh creation, not evidence of lost learning from the earlier scene.",
        "Festival fiction: A made-up quiet gathering keeps its waiting patch but changes the visitor's message. The child plays privately, then stops. No real celebration, cultural practice or audience reaction is assumed."
      ],
      "notice": "Notice an actual chosen next step and whether adult preparation was useful. Review the invitation and available supports, not the child's worth, compliance or developmental status.",
      "later": "Pick any of the ten starts, repeat a favourite or follow an entirely new child-led interest. This is a reusable path, not a compulsory two-week timetable.",
      "extra": "Let the child suggest a new play start for a future card. An adult can write its plain-language invitation with permission and identify the child's idea and adult wording separately.",
      "aid": "repeat-menu",
      "opening": "Shall we keep playing, change something, start again or finish?"
    }
  ]
}