Why Character Builder works

The value of Character Builder comes from the choices between its steps, beginning with the request to give the character a name or identifying feature. Build a character from a small set of decisions about want, trait, strength and difficulty before telling any story. That opening should make it easier to understand why the next instruction is to choose one thing the character wants.

Set up — Give the character a name or identifying feature

No special materials are needed before the child is asked to give the character a name or identifying feature. The setup is ready when the child can give the character a name or identifying feature and then move on to the instruction to choose one thing the character wants without a new explanation. Keep topics comfortable and family-safe; nobody has to reveal private information while those two steps are connected.

Step 2 — Choose one thing the character wants

After the child tries to choose one thing the character wants, ask one brief question about the result. Connect their answer to the next request to choose one strength rather than explaining it for them.

Step 3 — Choose one strength

Have the child choose one strength before offering a solution. What happens here should help them understand how to choose one difficulty or fear, especially compared with the earlier request to choose one thing the character wants.

Step 4 — Choose one difficulty or fear

Give the child time to choose one difficulty or fear and notice the result. The following instruction to describe one situation where the strength and difficulty would both matter should use what they learned after previously trying to choose one strength.

Step 5 — Describe one situation where the strength and difficulty would both matter

Allow room for a mistake while the child tries to describe one situation where the strength and difficulty would both matter. A self-correction here is more useful than fast repetition before the child moves on to describe one situation where the strength and difficulty would both matter.

What to notice before Describe one situation where the strength and difficulty…

After the child has tried to choose one difficulty or fear, ask what changed. An answer connected to the earlier attempt to choose one strength is good evidence of whether the words add useful information or keep the story and conversation coherent before the final step.

Make Choose one strength easier or harder

If asking the child to choose one strength is too demanding, use one familiar topic and shorter turns. Once that step is comfortable, change the audience, viewpoint, or language constraint before returning to the final request to describe one situation where the strength and difficulty would both matter.

Finish after Describe one situation where the strength and difficulty…

End while the result of asking the child to describe one situation where the strength and difficulty would both matter is still clear. Once they can connect it with the earlier attempt to choose one strength, move on to another idea through the activity search or activity generator.