Social Stories for Preschoolers: 3 Everyday Examples

Looking for words to explain preschool drop-off, waiting for a toy or joining a game? Start with a short description of what will happen, who will help and what choices your child has. Below are three everyday story examples you can adapt together.

What do we mean by social stories?

Social Stories™, developed by Carol Gray, follow specific criteria. The examples here are informal family narratives, not assessed Social Stories™. For a story intended to follow that approach, use the official criteria and work with someone familiar with your child’s communication needs.

A simple structure for an everyday story

1. Start with the real moment: “Tomorrow we go to preschool.”
2. Name what people do: “Children hang bags, wash hands and choose an activity.”
3. Name possible feelings: “Goodbye can feel wobbly.”
4. Give one small action: “I can hug, wave and choose the blocks.”
5. End with reassurance: “Gran will collect me after lunch.” Use only the person and time that are true for your child.

Everyday social story topics

• First day of preschool and goodbye worries
• Sharing and taking turns with one toy
• Telling the truth after a mistake
• Trying a new activity one small step at a time
• Naming big feelings before they spill over

1. An everyday story for preschool drop-off

Before reading: Replace the grown-up, teacher and collection time with your actual plan. A photo of the entrance or bag hook can make your version more specific.

In the morning, I go to preschool. I may feel excited, quiet or wobbly. My grown-up walks me to the door.

I can hang my bag on my hook. I can choose one goodbye: a hug, a high five or a wave. Then my grown-up tells me who will collect me and what will happen just before collection.

My teacher helps me choose something to do. I might build, draw or look at a book. If I miss my grown-up, my teacher can stay nearby. I do not have to feel cheerful to be welcome here.

2. An everyday story for waiting for a toy

Sometimes another child is using the toy I want. They may still be playing. Waiting can feel frustrating.

A grown-up can help us make a turn-taking plan. While I wait, there may be another toy or a place beside the grown-up.

I can ask, “Can I have a turn when you finish?” The grown-up can help me ask, or I can point to the toy. When my turn comes, I can play too.

3. An everyday story for joining an activity

At the play table, children are making pictures. Some use crayons. Some use paper shapes. There are different ways to join.

I may want to watch first. The grown-up can show me the materials and make space beside the table.

I can choose to watch or ask for a crayon. I do not have to make the same picture as anyone else.

Tips for writing your own

• Keep it short enough to read in one calm minute.
• Use your child’s real routine words and check the details with their teacher or caregiver.
• Describe what happens without labels such as “naughty” or demands to smile, hug or make eye contact.
• Let your child correct the story. If the plan changes, update it rather than insisting the old version is right.
• Avoid promising that nothing will feel hard.
• Use “I can try” instead of “I will always.”
• Read before the moment, not during the biggest upset.

Sources and further reading

See Carol Gray’s Social Stories™ 10.4 criteria for the formal approach. The examples on this page are original informal narratives, offered as starting points for family conversations.

Questions parents often ask