social – sharing
Techniques to develop social sharing in children
Sharing develops as a sequence of teachable sub-skills: turn-taking, joint attention, perspective-taking and reinforced approximations within naturalistic, motivating play, supported by visual aids, video modelling and peer-mediated activities. A clinical AbilityScore® and any diagnosis are formed only at a Pinnacle Blooms Network centre under qualified clinician care.
Sharing is not a single skill — it is a tower built from joint attention, turn-taking and the dawning awareness that another mind wants something too.
In short
Sharing develops fastest when we treat it as a sequence of teachable sub-skills rather than a moral instruction. Effective therapy scaffolds turn-taking, builds shared attention, models perspective-taking, and reinforces every approximation in naturalistic, motivating play — never by forcing a child to surrender a prized object. Embed it where it already lives: in routines, games and peer moments the child enjoys.Techniques that work
- Turn-taking as the foundation — structured "my turn / your turn" with high-interest, briefly-held items (a ball, a wind-up toy). Keep turns short so waiting is achievable, then fade adult prompting.
- Naturalistic teaching (NDBI principles) — capture the child's motivation; create gentle communicative temptations where sharing or requesting earns a natural, immediate reward.
- Visual supports & timers — "first/then" boards and sand timers externalise the abstract concept of waiting and returning, reducing distress.
- Video modelling and peer-mediated play — peers and short clips powerfully demonstrate sharing scripts; pair with a competent peer in a structured dyad.
- Perspective-taking groundwork — emotion labelling, commenting on others' wants ("He likes that car too"), and joint-attention games seed Theory-of-Mind precursors.
- Reinforce approximations — offering, looking, tolerating a peer's turn — before expecting full reciprocal sharing. Generalise across settings and partners.
Grade difficulty by object value, wait duration, number of peers and prompt level, and collect simple data on initiations versus prompted responses.
The Pinnacle way
A clinical AbilityScore® and any diagnosis are formed only at a Pinnacle Blooms Network centre under qualified clinician care — never from an app or checklist. Explore the skill at social – sharing, our behavioural & play-based therapy support, and how the AbilityScore® is structured.Trusted sources
WHO ICF interpersonal interactions and relationships (d7); ASHA guidance on social communication intervention; AAP developmental milestone resources on social play.Next step — Partner with us to embed these techniques into a measurable plan. Connect with a Pinnacle clinical team.
This is general information, not a diagnosis — a clinical AbilityScore® and any diagnosis are formed only at a Pinnacle Blooms Network centre under qualified clinician care.
What to watch
Watch whether the child initiates offering or only responds when prompted, tolerance of waiting and a peer's turn, joint-attention bids, and how skills generalise across partners and settings rather than appearing only in one structured task.
Try this at home
Use short, high-interest turn-taking with a wind-up toy and a 'my turn/your turn' rhythm — keep waits brief and celebrate every offer or look, not just full sharing.
Trusted sources
Developed by SETU Consortium · Pinnacle Blooms Network · Last reviewed 2026-06-10 · reviewed every 540 days
This is general information, not a diagnosis. A clinical AbilityScore® and any diagnosis are formed only at a Pinnacle Blooms Network centre, under qualified clinician care.
Frequently asked
Should I make a child give up a toy to teach sharing?
No. Forced surrender teaches compliance and distress, not sharing. Build turn-taking with brief, achievable waits and reinforce voluntary offers and tolerance of a peer's turn.
What sub-skills underlie sharing?
Sharing rests on joint attention, turn-taking, waiting tolerance and emerging perspective-taking. Targeting these foundations is more effective than instructing the child to 'share'.
Which approaches have the best evidence?
Naturalistic developmental behavioural strategies, peer-mediated intervention and video modelling are well-supported for social-communication skills like sharing.