Diana Suskind Ed.D

Introduction

In my many years in early childhood education, I've seen trends come and go—some thoughtful, some questionable, and some that missed the mark entirely. It is rare for an approach to feel both profoundly simple and deeply transformative.

Stonework Play is one of those rare practices.

Created by Dr. Diana Suskind, Stonework Play meets children exactly where they are. It invites them into presence, creativity, collaboration, and self-kindness—using nothing more than stones and time.

How Stonework Play Began

In 2011, Diana traveled to Nepal as an Early Childhood School HEMS (Health, Education, Maintenance, and Support) consultant. Upon arrival, she discovered that supplies were scarce and that the curriculum consisted of children repeating what a teacher said and engaging in rote learning. She realized that children strongly needed a way to express themselves, so she aimed to develop an engaging curriculum that would spark their curiosity.

One day, while walking outside, Diana noticed stones everywhere and became interested in using them to teach. After obtaining the teachers' permission, they wrote a letter to the parents and involved them. To begin, the children collected stones with their parents. The children were fascinated by the stones, so Diana used them as the core part of a new learning experience, Stonework Play.

Stonework Play reminds teachers: (1) to observe the children, (2) to make sure the activity is relevant to the children's environment, (3) that nature is powerful, and (4) that children learn by having ample time to play.

The Five Steps of Stonework Play

The following is a brief overview of the five steps carefully and purposefully developed for Stonework Play. The children will participate in:

Gathering—Choosing the stones they want to work with, by themselves or with others, and then sorting them in a way that makes sense to them.

Constructing—Moving the stones around and building something from what they “say” to the child.

Rendering—Intently observing what they have constructed and then capturing it with paper and pencil.

Narrating—Writing the story represented by their construction. (Very young children may tell their story to an adult who will write it for them.)

Sharing—Telling their story to the group, and listening to others’ stories.

The children are given ample time to go through these steps at their own pace. One result is that some children may be in the sharing step, while others are working through earlier steps. To minimize any distraction this could cause, children who wish to show appreciation for another’s sharing will wave instead of clapping.

A major benefit of giving children ample time to take these steps at their own pace is that it helps them become thoroughly engaged.

How these steps unfold will vary with each individual child at her level.

I’ve seen the same engagement from adults doing this activity. Here is my journal entry after doing Stonework Play with educators, to train them in it:

The participants engaging with the stones seemed mesmerized by what they were doing. Everyone looked purposeful, and there was a sense of contentment in the environment, a quality often lacking in today’s curriculum. It was clear that the individual’s work became important and that nature became valuable. Two people asked me if they could have a stone. Imagine that! Like me, they were probably used to ignoring stones.

Throughout the five steps, “Tarry Time” can occur. Diana defines this as “the amount of silence between interactions. This silent space is fertile ground for creativity, and Stonework Play supports it. Further, silence is well known to be inspired by nature.”

All too often, though, adults don’t allow children to have their Tarry Time and, instead, try to push things along at their own pace. An example of a missed opportunity for Tarry Time would be if a four-year-old, Danielle, is concentrating on capturing her construction (Step III, Rendering) and lays down her pencil for a bit. An adult sees this, comes over, and immediately asks if she wants to write her story now and hands her a pencil. By not waiting to see if Danielle is still studying her construction and working hard to capture it on paper, or even waiting for Danielle to reply yes or no (verbally or nonverbally) to her question, the adult has interrupted Danielle’s Tarry Time.

Upon completion of the five steps, the children are invited to take home one stone from their construction. This stone becomes a strong transition item for leaving Stonework Play. Then, when logistically possible, the children return the remaining stones to where they were found, so that the ecosystem is restored.

Stonework Play provides a multitude of child development benefits. The three discussed in this article are: (1) self-kindness, (2) collaborative play, and (3) appreciation of nature. These are of utmost importance in today’s push to succeed in the world, where children spend too much time with technology, too little time in free play, and too little time in nature. Plus, there is often not enough time for them to work together and learn to get along. Please remember that these three benefits are NOT the result of the children being “taught” about them in an authoritarian manner, where the teacher has complete control; rather, children explore and learn in a natural, authentic way. In Stonework Play, self-kindness, collaborative play, and appreciation of nature often occur simultaneously.

Self-kindness

All five steps of Stonework Play support self-kindness. For instance, in Step II (Constructing), children deeply engage in their constructions, which offers them an opportunity to be present with themselves, without interruption, and to make their own choices. This autonomy lays a foundation for building self-kindness.

Stonework Play provides children with both an environment and the elements of nature that support each child in being kind to themselves by giving them a chance to be what I call my “6 c’s”: calm, community builders, connected to nature, creative, curious, and confident. Importantly, this begins without prescribed lessons that provide few choices for them.

This encouragement and support of self-kindness, recommended by experts in both psychology and early childhood, is often lacking in today’s busy world.

Kristin Neff outlines both the importance of self-kindness and the problems that may arise for people who do not develop it. In the article, Neff defines self-kindness as offering oneself soothing comfort. Self-awareness during the present experience is essential for this. Common humanity involves recognizing that all humans, including oneself, are imperfect and make mistakes.

I wonder, do we typically give a child ample time at school or at home to feel comfortable and be present with themselves?

If we are not giving children a chance for self-kindness, are we in danger of the negative consequences Neff points out in the article, such as mental illness?

Collaborative Play

Self-kindness is a foundation for collaborative play. For example, how can you share your stones if you do not feel that there will be any left for yourself? Furthermore, collaborative play happens throughout ALL five steps. The children may seem occupied with solitary play, but collaborative play is occurring simultaneously. This is because Stonework Play instills a sense of community even when children are playing alone. In Steps II, III, and IV, while the children work silently, a large group surrounds them. The environment conveys that this is a safe place for them to work, both privately and with the community present.

Diana mentioned to me that she is struck by how children are in tune with and respectful of the large group, even when they are doing the activity alone, and throughout all the steps, the sharing of stones still goes on. In addition, Diana told me that in over 15 years of Stonework Play with thousands of groups, she has never seen a child throw a stone; rather, children use them purposefully in this activity.

Here is another of my journal entries, from when I did Stonework Play with educators to train them in it, showing how they also began to bond as a group while doing Stonework Play:

Everyone was unfamiliar with one another. Yet, I saw trust and respect between them as they shared personal details. This was quick. My participants were of different ages and from various locations, yet they were all attentive and seemed trusting in one another. The body and facial language seemed both relaxed and empathetic.

In addition, collaborative play typically involves expressive language (the language used to communicate with others). When you look at the five steps, you will see explicit examples of this: writing the story, telling the story, listening to others tell their stories, and waving to show appreciation after hearing each story. Thus, language skills are embraced in Stonework Play.

Appreciation of Nature

In Stonework Play, children reconnect with the earth and treat it well. It also encourages ecological restoration and preservation. Thus, Stonework Play supports children in the beginning steps of appreciating and creating a healthy ecosystem.

Diana is fond of saying, “A stone is a stone, a child is a child, and each one is different.” She has seen that this fosters an inclusive community and strengthens connections.

Stones come in a variety of shapes, colors, textures, and sizes, and some stones may even be broken. Thus, they help children consider both similarities and differences. This supports children's inclusion and diminishes ableism, racism, and ageism by fostering respect and empathy and encouraging self-kindness and kindness toward others.

Plus, there is something about the physicality of stones that captivated me. There is a different sensory aspect to nature. Touching nature (in this case, stones) provides deep sensory feelings. This is valuable for children with a variety of learning styles, but I have also seen adults respond positively to the feel of the stones. Even when I did a practice round of Stonework Play with my family, this surprised me:

My daughter and husband have tried out workshop activities with me before, and they were “thrilled” (not). This activity was different. 

The stones surprised me. I never expected them to stay with the activity so long. We all got lost in the stones. When we were sharing our stories, each of us was fondling a stone that wasn’t part of our construction. Who knew a stone could be so comforting?

Outside play has benefits in all sorts of environments. In fact, Diana is now working on extending Stonework Play to be done on grass, snow, and even in water.

Conclusion

Since Diana invented Stonework Play over 15 years ago, she continues to do it around the world. Stones are a natural feature everywhere, and their attraction seems universal.

One thing that brought this home for me was speaking with Anne Sivanathan, the president and founder of the Association of the Inclusive Outdoor Classroom in Malaysia. It serves children aged 4-15, and about half have special needs. Ann has noticed that since the introduction of Stonework Play 15 years ago, the students have become calmer and more self-expressive.

Stonework Play helps children have more choices. In Diana’s words: “Stonework is the open-ended response to the invitation to work with stones, a natural resource. Inspiring participants in storytelling, stones are a kinesthetic medium never fixed in their place or meaning, the ground an endless canvas, and small hands the brushes that move them.”

This is such a different experience from what Diana first encountered in Nepal, and from what is often a big piece of the prescribed curriculum in the United States. A prescribed lesson for young children may typically include activities such as 1) labeling items, 2) responding to a question such as “what is your favorite animal,” or 3) tracing over letters of words.

Instead, in Stonework Play, children become absorbed in their work, and a variety of stories blossom. Their imagination stretches as they explore their own ideas. Stonework Play is open to whatever the child imagines, whether it’s an erupting volcano or a butterfly stuck to a flower. Their fertile minds lead to endless possibilities. This opens the door to self-esteem and social skills, thanks to the power of these natural materials.

Stonework Play©

A Team-Building Activity in Corporate Settings

Diana Suskind, Ed.D., and Burc Oral, Ph.D.

“Stonework Play© is an open invitation

to work with stones…

Its intent is to respond to nature’s power

to enrich the human imagination.

Stones are a kinesthetic medium,

never fixed in their place or meaning,

the ground an endless canvas,

and hands the brushes that move them.”

Background

Stonework Play© was originally developed by Diana Suskind, Ed.D., in response to a request to enrich school curriculum in underserved communities abroad. It has been used with toddlers through adults, adapted for hospital and disaster relief settings, presented publicly in bookshops, libraries, temples, and nursing homes, used as an icebreaker for immigrants, and later adopted as a team-building activity in corporate settings by Burc Oral, Ph.D.

Specifically, it was used in cross-functional team events between Staples and Xerox. These venues were all foreseen in the book Stonework Play: A Guide to Inspire Creativity and Storytelling Through Nature (Suskind, D., & Crandall, L., 2017).

All quotes and photos referenced here are from this book, which may be purchased at:

https://www.stoneworkplay.com/buy-book

You may also inquire with your Stonework Play© Activity Facilitator, who may have copies available.

Purpose

The Stonework Play© Team-Building Activity offers a safe and stimulating medium for team members to learn more about one another beyond the confines of daily work routines and defined roles. It creates opportunities to establish deeper relationships and fosters greater appreciation among colleagues.

Approach

Most team-building activities require collaboration among participants toward solving a problem or achieving a shared outcome. In Stonework Play©, however, each participant works alone, contemplatively, expressing themselves first. Only afterward do they share their experience through visual and narrative storytelling.

Ultimately, colleagues learn more about one another in meaningful — and often dramatic — ways.

Stones are the primary tool. Being elements of nature, they are intrinsically both stimulating and soothing. They are endlessly varied, much like the individuals who use them.

Unlike Lego blocks, stones do not interlock with precision. Their edges are discrete and irregular. This makes them both more challenging and more forgiving. The spaces between them invite imagination and creativity, eventually generating a shared space for unity among individuals.

“The benefits of physically engaging with the real, natural world are significant.”

Process

The simple earth element of stones is used to convey a story through four embodiments:

1. A physical representation
2. An abstract illustration
3. A written artifact
4. An oration chosen for sharing

The story becomes the medium for discovering new dimensions of each team member. Like fissures in stones, opportunities emerge to recognize and appreciate one another more deeply.

There is no set topic or theme. It is important that each participant chooses their own story so that inspiration — even awe — may manifest.

Tools

• Stones: Various kinds, sizes, colors, and shapes. Sharp edges should be avoided for safety. An assortment is generally provided by the Stonework Play© Facilitator at a selection station. Alternatively, stones may be collected from nature as an expanded activity. (Stones may both be provided and brought by participants.)
• One piece of plain paper and pencil per participant (for Step III)
• One piece of lined paper and pencil per participant (for Step IV)

Setup

Provide a station for each participant where they can comfortably work with stones. These spaces should be flat and unpatterned; circumscribing them with a stable mat is an added benefit. Allocate a minimum area of 4' x 4' per station.

Ground-level setups are preferable, as they allow easy expansion into the space and closeness to nature when outdoors. Alternatively, conference room tables may be used, provided there is ample room for independent and uninterrupted work.

Spreading out and having larger personal space promotes focus and ensures deeper engagement. The entire activity typically takes 2–3 hours or longer.

Instructions

There are five steps in the Stonework Play© Team-Building Activity:

I. Gathering: Collect stones

II. Constructing: Arrange stones to depict a story

III. Rendering: Draw a picture of the stone construction

IV. Narrating: Write the story in words

V. Sharing: Tell the story to the group

Instructions should be clear and adhere to the Stonework Play© structure. It is essential that the Activity Facilitator complete a trial run of all five steps before leading a group to ensure a smooth and enjoyable experience.

Step I: Gathering

Participants are guided to the selection station to collect stones. They are free to select stones at their leisure, with ample opportunity to hold, feel, and examine them closely.

Unhurried time — or “Tarry Time” — is essential to the Stonework Play© experience. This step may take 5–15 minutes or longer.

“Tarry Time,” coined by Dr. Suskind, refers to the silence between interactions:

“This silent space is fertile ground for creativity, and Stonework Play© categorically facilitates it… (it) is well known to be inspired by nature.”

Step II: Constructing

Participants create a visual representation of a story using their chosen stones. As each stone is placed creatively, its discrete form merges into a unified display.

The simple, natural beauty of stones ignites imagination — an effect they have had on humans since Stonehenge.

Participants may return for additional stones if needed. There is no rush. Moving or adding stones may enhance the evolving story. This step is completed in solitude, without outside input, to preserve immersion.

Time: 15–20 minutes or longer.

Step III: Rendering

Participants draw their stone construction on paper. Shading and detail add further dimension to the story.

Stones are then returned to their source as a symbol of impermanence, while the drawing becomes the more permanent documentation of the experience.

Time: 15–20 minutes or longer.

Step IV: Narrating

Participants express their visualization in descriptive written form, including a title.

Writing challenges them to organize and clarify their thoughts and determine how they wish to share their experience with the group.

Time: 15–20 minutes or longer.

Step V: Sharing

This final step is conducted as a group activity. The facilitator guides participants to visit each individual’s station in succession.

One participant at a time shares the story embodied in their stones. This is conducted as a “Museum Walk-and-Talk,” as described in the book. Participants observe each display and listen as if visiting an exhibit.

This is the moment of awe.

The variety of expression among participants — all working with the same natural medium — is remarkable. Questions are encouraged, and discussion often develops as participants experience a “…widening exposure to the breadth of creativity.”

Time: 5–10 minutes or more per participant.

In a world dominated by screens, deadlines, and digital collaboration tools, finding meaningful ways to connect human-to-human has become both an art and a necessity. Stonework Play©, a creative and contemplative team-building activity, invites participants to slow down, reconnect with nature, and rediscover each other through the simple yet profound act of storytelling with stones.

The Origins of Stonework Play©

Stonework Play© was originally developed by Diana Suskind, Ed.D., as a response to a call for innovative, nature-based learning tools in underserved schools around the world. What began as a creative exercise for children has since evolved into a global practice used with participants of all ages—from toddlers to retirees.

The activity has been adapted for use in hospitals and disaster relief programs, presented in bookshops, temples, libraries, and nursing homes, and even used as an icebreaker for immigrant communities. Its versatility caught the attention of Burc Oral, Ph.D., who recognized its potential in the corporate world. Dr. Oral introduced Stonework Play© as a team-building activity for cross-functional teams at companies such as Staples and Xerox.

The method and philosophy are detailed in Stonework Play: A Guide to Inspire Creativity and Storytelling Through Nature by Suskind and Crandall (2017), a book that captures the spirit of this practice and offers practical guidance for facilitators.

“Stonework Play© is an open invitation to work with stones… Its intent is to respond to nature’s power to enrich the human imagination. Stones are a kinesthetic medium, never fixed in their place or meaning; the ground is an endless canvas, and hands are the brushes that move them.” — Suskind & Crandall, 2017

Purpose: Beyond the Workplace

At its heart, Stonework Play© is more than a creative exercise—it’s an experience in mindfulness, empathy, and connection. In corporate settings, it offers employees a chance to step outside their daily routines and rediscover their colleagues as individuals rather than job titles.

By engaging in a tactile and reflective process, participants find new ways to communicate, listen, and understand one another. The stones become a bridge between the internal and external world—a medium through which stories emerge, relationships deepen, and teams strengthen.

The Process: From Stone to Story

Unlike typical team-building activities that rely on competition or problem-solving, Stonework Play© begins with solitude and reflection. Each participant works independently, using stones to construct a visual representation of a personal story or idea.

The process unfolds in five steps, moving from physical creation to verbal expression:

1. Gathering: Participants select stones that speak to them, feeling their textures and shapes, a process that Dr. Suskind calls “Tarry Time.” This intentional silence fosters creativity and presence.
2. Constructing: Each person arranges their chosen stones to tell a story or convey a concept. The act of placement—one stone at a time—becomes a meditation on meaning and form.
3. Rendering: Participants draw their arrangements, adding shading or color to capture the essence of their creation.
4. Narrating: They then write a short narrative inspired by their stonework, giving their creation a title and voice.
5. Sharing: Finally, the group engages in what Suskind calls a “Museum Walk-and-Talk.” Participants visit each other’s stations, viewing the stonework and listening to the stories behind them.

What emerges from this process is not just art but revelation. Through stones, drawings, and stories, participants learn something new about themselves—and about each other.

The Power of Nature in Team Connection

Working with natural materials offers unique psychological benefits. Stones, in their simplicity and permanence, invite reflection and patience. They do not fit together like manufactured blocks, and yet it is precisely in their irregularity that imagination thrives.

As teams explore this organic medium, they experience both individuality and unity. The physical act of creating becomes a metaphor for collaboration: each unique piece contributes to a shared experience.

“The benefits of physically engaging with the real, natural world are significant.”

A Space for Awe

When participants share their stonework stories, something remarkable happens. The room grows quiet, yet charged with curiosity and respect. Each story—shaped by personal experience and creative impulse—reveals a layer of humanity often hidden in professional settings.

Dr. Suskind describes this stage as a moment of awe. As participants witness the diversity of expression using the same medium, they experience “a widening exposure to the breadth of creativity.” In these moments, barriers dissolve, empathy grows, and collaboration feels more authentic.

The Lasting Impact

Stonework Play© is deceptively simple—stones, paper, pencils, time—but its outcomes are powerful. It nurtures emotional intelligence, enhances communication, and encourages a sense of belonging within a team.

Whether conducted in a boardroom or outdoors, the activity invites participants to pause, reflect, and connect in ways that transcend the usual team-building routine. By the end of the session, the stones are returned to their source—a symbolic reminder of impermanence—while the stories and drawings remain as lasting artifacts of shared creativity and insight.

Stonework Play© reminds us that even in professional settings, creativity and connection begin with presence—with hands, imagination, and a few simple stones.

To learn more or purchase Stonework Play: A Guide to Inspire Creativity and Storytelling Through Nature, visit www.stoneworkplay.org.