In pediatric nursing practice, the potential exists for cognitive dissonance between child and nurse. Our application of developmental theory, especially that related to cognitive development, e.g., Piaget, has failed to consider that communicable disorders may develop as a result of the interaction of a nurse and a child who may be at very different stages of cognitive maturation. The ability to comprehend and communicate with the child is essential to achieving maximal desired therapeutic outcome. As in other human interactions, communication is an important component of pediatric nursing practice. This article will review the existing sociodramatic tools utilized to facilitate communication in pediatrics and proposes a new tool, poetry play, to promote greater communication between the nurse and children.