While some children run joyfully into their classrooms, eager to play, others linger on the sidelines, too overwhelmed or uncertain to join in.
One of our Playmakers, Pia Gonzalez-Jacinto, recently shared a story about how she put her training into practice to support a child who was struggling in her classroom.
The child was nonverbal. Unsure how to connect with others, he often became overwhelmed and frustrated — crying loudly and isolating himself from the other children. Concerned for both him and his classmates, the adults around him tried, without success, to redirect him and manage his disruptive behavior.
But Pia was a Playmaker, so she chose a different path.
Instead of correcting him, she sat quietly and patiently beside him, letting him know he wasn’t alone. Then, without a word, she picked up a toy car and began to play.
She guided it along the floor on imaginary roads, making fun driving sounds as it journeyed on. Through play — not words — Pia extended an invitation to connect. And when he was ready, he accepted.
At first, he simply watched. But the simple magic of a toy car and the steady presence of a caring adult proved irresistible. When Pia gently rolled the car toward him, he reached out, grasped it, and joined the journey.
And then something beautiful happened: he looked up at her and smiled.
From that moment on, everything changed. The boy who once isolated himself began engaging more freely, and trust began to grow among his peers. Even simple moments like cleaning up toys became opportunities for cooperation instead of struggle.
Instead of trying to pull the child into an environment he wasn’t comfortable with yet, she met him where he already was, using patience, play and presence to build safety first, strategies she learned from Playmaker University.
Pia reflected, "Play is not just a strategy; it's a bridge. When we play on their level, we build trust and connection, which makes learning and growth possible."