Communication and interaction

How to help your child express themselves and play with others.

What you might observe about the child

Use your child’s name before speaking to them.
Use pictures to support communication, for example, a picture of the child’s coat to help them to know it’s time to go out.
Provide story narratives to the child’s play - tell the story as they play. For example, ‘Jack pouring’.
Consider mirroring the child’s play through an intensive interaction approach.
Use their interests to introduce new ideas, extend play and try new things. For example, ‘Now puzzle, next dinosaurs’. Now and next boards could also be useful. If your child attends a childcare setting, they may be able to support this.
Keep communication open and regular between parent or carers and childcare settings.
Try to provide different resources and space for the child to develop their interests. You can borrow sensory toys from your local Family Hub. (See below for links to libraries and Family Hubs.)
If possible, think about ways to make the room quieter if the child is sensitive to noise.
Model how to communicate and play with other children if possible.
Use natural gestures such as pointing, simple signing and pictures or photos to support any communication.
If you have more than one child, consider resources that help shared play, for example, a large marble run, floor puzzles, football, seesaw rockers and so on.
If your child has a favourite toy, try to find another so that you have one each and then you can model how you might play with it.
Be a playful partner for your child.

Try to anticipate triggers and use distraction to avoid physical interactions.
Stay near your child to try and stop physical incidents occurring - model play alongside your child.
Use simple language (if appropriate) to explain, for example, ‘Jamal’s car, Jack - wait’.
Use visual prompts such as a large sand timer to indicate how long things will take.
Talk about feelings out loud, for example, ‘Jack doesn’t like it when people stand too close at the water tray’.
Ask the child questions, for example, ‘What might help Jack to feel safe or happy again?’

To discuss with you regularly regarding your child, what’s going well and what could be improved upon.
To speak to you as soon as any additional need is suspected.
The setting's Special Educational Needs and Disabilities Coordinator (SENCO) to speak to you.
Completion of Early Years Individual Support Plan if appropriate.
To apply for Inclusion Funding to support your child if eligible.
Completion of a referral to SEND Under 5s if required.
To apply for Disability Access Fund to support the child further in the setting if the child is in receipt of Disability Living Allowance.

Use resources from the toy library or sensory toy library - this is a free service from libraries and Family Hubs: