Jamil arrived a year ago with his mother, father, and older sister Sara from Syria. While Jamil is just four, he loves being involved in anything he can do with his six-year-old sister. At home Jamil’s family speaks Aramaic and Arabic but both parents are taking English classes. Based on concerns about Jamil’s speech and language development, his pediatrician suggested that Jamil’s language and social-emotional development would benefit greatly from a preschool program. Jamil is now attending a local preschool program and is beginning to connect with other children and to communicate with his teacher and peers. He has developed a tremendous interest in blocks and builds tall and elaborate structures. Jamil’s teacher has noticed that introducing and reinforcing concepts in a sequence (e.g., in a cooking activity) support both his receptive and expressive language. To support carryover, Jamil’s teacher has shared ideas about how to support his developing language skills at home. They’ve suggested games and routine activities that would be great ways to give him additional opportunities to practice his evolving language skills. His parents have expressed reluctance to do this as they have shared that it is not customary for adults to play with children in their family. If you were the teacher in the classroom, what games and activities would you suggest, and how would you handle the families’ reluctance in a culturally appropriate way? Discuss with peers.