Communication and interaction for 0 to 5 year olds

To help manage this need you can:

• introduce a variety of language through rhymes and songs
• use gestures and signs
• support verbal explanations using pictures and objects of reference - these are objects used to represent a person, activity, or event. Over time the child learns that the object stands for that person, activity, or event. Objects of reference are used to help a child understand what is happening in their environment and be used to help children make choices
• model language – use back correct speech rather than correcting
• reduce language and questions and develop commentary of the child’s play
• repeat what the child has said and add one word
• staff members wear lanyards with symbols to support 'on the go' communication
• label accessible equipment with photos and pictures
• observe child’s preferred ways to communicate which may include non-verbal gestures and body language
• support children to play and interact with a range of peers to ensure they play alongside peers who can model language
• adults provide small group opportunities which allow children to interact with good language role models
• plan for children to work in pairs and small groups, giving opportunities to interact with children who can provide good language models
• for younger children, plan specific language activities to support listening and attention skills as well as their language acquisition
• in reception classes, organise small group or individual language sessions – adults must have phonological awareness and understand the impact that processing difficulties may have on phonics acquisition, and adapt phonics teaching accordingly
• allow time for children to process and respond (at least 10 second rule)
• develop ways of communicating with families with English as an additional language (EAL) - meet regularly with parent carers to establish communication levels at home and share suitable advice and strategies

To help manage this need you can:

• reinforce spoken language with Makaton
• consider how many instructions children can process – adapt use of language and method, for example by giving simple choices or by reducing complexity and sentence length
• provide visual prompts alongside language, including key vocabulary, visual timetables, now and next, gestures
• label equipment with pictures, signs, and words
• ensure the adult is physically at child’s level
• give extra or allow take up time to process what has been said
• limit any distractions in the environment
• engage the child’s attention before talking to them, use the child’s name to attract attention
• check that hearing has been tested
• plan specific opportunities to teach new vocabulary as well as opportunities to revisit and practice, to develop understanding and use of new words
• consider use of ‘first and then’ or ‘now and next’ supported by visual prompts
• meet regularly with parents to discuss how advice and strategies can be continued and strengthened when used at home
• repeat key words and phrases

To help manage this need you can:

• provide the child with a good model for correct speech. For example, if your child or young person says 'dun' instead of 'sun', simply say, 'Yes, there's the sun' - repeat this often so that the child has multiple opportunities to hear correct speech
• emphasise the sounds that are difficult for the child, for example "sss-sun"
• get down to the child or young person’s level before you model speech
• ensure that the child’s hearing has been checked - they will struggle to produce sounds that they are not hearing if this is the case
• avoid telling the child to say a word which you know they find difficult (for example 'say fish') - children tend to just repeat their incorrect way of saying the word and may become upset or frustrated if you put them under pressure
• avoid saying "no" when correcting the child or young person's speech, as this can be frustrating or can put them off trying again, especially when they think they are already saying it the right way
• don't talk above background noise - children are more easily distracted by noises that adults can more easily ignore or tune out. For example, turn off the TV when you want to focus on talking; find a quieter space to speak
• develop phonological awareness skills such as rhyme identification, syllable awareness and identifying the first and last sounds in a word

To help manage this need you can:

• ensure all adults working with the child understand that different neurotypes communicate in different ways
• ensure adults know that child communication may be considered “rude” even if it is factually accurate
• support children to understand social rules of the setting for example at groups times, or mealtimes
• ensure expectations appropriate for age and stage of development
• adapt social rules and routines according to the cohort
• make sure reasonable adjustments and flexibility are considered in relation to social rules. For example, a child may not be able to engage in a group time or tolerate typical waiting times yet
• try simple turn taking games which may be helpful
• use modelling and role play
• implement small group sessions (for example, circle of friends)
• use social stories to support learning
• give prompts – symbols, signing systems
• use visual supports for routines, for example, now (you are doing this) and next (you are going to be doing that) boards

To help manage this need you can:

• use an appropriate tone of voice (individualise according to needs of child)
• provide an enabling environment which is a key feature of effective early years provision, consider noise, temperature, lighting, layout
• understand some children may need a language rich environment; others may need it to be kept simple, adapt language accordingly
• use the child’s name first to draw their attention, followed by key word instructions, for example 'Jamie … snack time'
• give clear simple instructions (avoiding idioms for example ‘pull your socks up’, ‘it’s raining cats and dogs’)
• use objects of reference to visually support routine - objects of reference are objects used to represent a person, activity, or event. Over time the child learns that the object stands for that person, activity, or event. Objects of reference are used to help a child understand what is happening in their environment and be used to help children make choices
• use literal language (avoiding sarcasm and figures of speech) such as ‘Jude is as bright as the sun today’ and ‘you’re not at all in a mess, are you?’
• ensure all adults working with the child understand that different neurotypes communicate in different ways - consider double empathy
• understand child communication may be considered 'rude' is it in fact factually accurate
• support children to understand social rules of the setting, for example groups times and mealtimes 
• ensure expectations are appropriate for age and stage of development - adapt social rules and routines according to the cohort
• ensure reasonable adjustments and flexibility are made in relation to social rules - for example, a child may not be able to engage in a group time or tolerate typical waiting times yet
• use symbol communication or aided language boards such as picture exchange communication system (PECS) if recommended by a specialist who has also provided training to enable practitioners to implement the system correctly
• be aware of your own body language: 93% of what we communicate is non-verbal, 7% is communicated through spoken word, 38% through tone of voice, and 55% through body language, but some children do not recognise body language
• book attention building training delivered by the Speech and Language Setting Support (SALSS) team

To help manage this need you can:

• ensure staff support children to recognise feelings within their body (interoceptive awareness) - following this, support children to label and recognise their own and others’ emotions
• mirror, copy and mimic the child’s play as a way into reciprocal interaction and to show that it is valued
• use intensive interaction strategies to build relationships and interactions. Intensive interaction supports those at an early level of development to begin to interact, be alongside others and develop communication
• plan opportunities and continuous provision to develop social understanding
• model functional language, for example 'hello, please, can I play?', 'help me', 'Hello, Sonny wants to play'
• use natural gestures: pointing, facial expressions, open body language and position at child’s level
• organise small group or 1 to 1 tasks and activities, which involve turn taking and learning each other’s names building up the size of the group gradually
• establish a calm learning environment
• be clear and consistent in your communication of expectations
• create communication friendly spaces for children

To help manage this need you can:

• consider different neurotypes and the impact that this may have on play
• teach and model imaginative play sequences (sometimes referred to as structured play)
• get familiar adults to introduce simple pretend play, using familiar objects to model new play
• role play and drama, use of props (puppets hats materials), act out familiar stories
• plan time for partner play; be a playful partner for the child
• duplicate favourite resources – one for the adult and one for the child
• model imaginative language by providing a narrative for the child’s play
• use storytelling to support knowledge and understanding
• use aided language boards and the use of visuals to support imagination
• use techniques such as Helicopter Stories to engage children in making up their own stories
• sing familiar songs and add in some improvisation
• use the child’s interests to direct play

To help manage this need you can:

• prepare children for change of activity or routine. Use of visual resources and objects of reference
• organise small group or 1 to 1 tasks and activities to be available if needed
• ensure that there is a calm learning environment
• provide access to a haven or low arousal space when needed - choose this space with the child
• clearly communicate expectations, which are individualised to the child’s stage and age of development - use visuals or gestures as appropriate
• ensure adults support children’s understanding of emotions for example, through using
• a feelings area
• sensory corner
• mindfulness
• breathing tools
• support children to recognise feelings within their body (interoceptive awareness) - following this support, children can progress to label and recognise their own and other’s emotions
• use a visual timetable and make sure it is used to prepare children for changes in your regular routine - make sure it is used consistently, referred to regularly and updated after each activity is finished
• ensure staff monitor key transition points:
• drop-off
• pick-up
• snack time
• lunchtime
• visitors
• changes to routines with strategies to reduce anxiety
• provide a soft start - this may involve a space or location as an alternative, consistent, familiar routine and make the handover familiar, using trusted adults
• use STAR observations and therapeutic thinking tools such as the anxiety analysis and early prognosis tool to see if there is a trigger to any changes of behaviour

To help manage this need you can:

• provide sensory breaks if required, to reduce the potential pressure from the social load
• use a sensory checklist to audit the environment and the child’s individual needs
• develop a one-page profile with the family to support the child's sensory needs profile for individual children
• be aware of sensory needs and differences, explore this further with parent carers
• provide a soft start - this may involve a space or location as an alternative, consistent, familiar routine making the handover familiar, using trusted adults
• consider the environment, using an audit tool:
• noise
• room temperature
• visual stimuli
• proximity
• have a flexible approach to transition times within the day or session
• provide access to a haven or low arousal space if needed - select this alongside the child
• consider staff knowledge of sensory needs and access further training as required