Provide a communication_friendly_environments_checklist.pdf. offering regular, focused support and prompts from an adult, including cues to support all children’s understanding and participation in play and activities. These cues should be multi-sensory. For example: visual (e.g. signs, objects and symbols), audio (e.g. songs), and smell (e.g. spraying different scents on different days of the week).
Provide structure to the day through the use of a Visual Timetable, Now and Next boards (using photographs or pictures to show the routine of the day), gestures or Signalong, to ensure all children’s understanding.
Adults should use consistent language for equipment and routines, for example, all staff use the same term at mealtimes (e.g. dinner or lunch) rather than different terms being used.
Adults prepare children for any changes in routines, for example, signal a change in activity using songs or a musical instrument to gain the children’s attention first; talk to children in advance if there is going to be a change in the daily routine or staffing; include photos of adults on notice boards or linked to activities on the daily timetable.
Adults promote joint attention, for example stating the child’s name before giving information or asking a question.
Adults slow down the pace of delivery to allow for extra processing time. Encourage children to repeat out loud the information back to themselves (verbal rehearsal) to help them remember key instructions.
Adults model good interaction skills and physically get down to the child’s level when communicating with them.
Adults use a structured approach for tasks and activities with a clear beginning middle and end, for example (e.g. using Start and Finish trays).
Provide opportunities to listen to stories or complete activities within a quieter environment or small groups.
Use of Circle Time to help children develop their social, attention and listening skills. Additional adult support should be used to support group work (e.g. one adult leading, with another adult supporting the children’s engagement).
Adults model good looking and listening behaviours and support these with visuals and use of specific (labelled) praise when children demonstrate these wanted behaviours.
Define key words simply and display new vocabulary as it is introduced as part of topic work.
Ensure equipment is labelled with photographs or pictures.Twinkl, Boardmaker and Widgit provide a wide range of visuals and symbols which can be used around the environment and for displays. Be consistent in symbol use, e.g. avoid using Twinkl picture for one symbol and Boardmaker for another.
Activity ideas and resources:
DFE Hungry Little Minds -simple and fun activities for 0–5-year-olds to increase adult-child interactions. It includes video clips and is broken down into five age bands.
BBC Tiny Happy People - activities and advice, for parents and professionals, to support development of communication skills.