Use of visual approaches to communicate information, such as Objects of Reference (real objects) used to represent activities and times of the day, pictures (visual timetables or Now and Next board), and/or signing (e.g. Signalong).
Adults provide additional support during daily transitions, by giving time warnings and using environmental cues (e.g. tidy up time song, visual traffic light system) and prepare the child in advance for any changes to daily routines.
Adults simplify and repeat instructions to ensure they are understood. Adults say the child’s name to gain their attention first and place themselves where the child can see their face clearly.
Display question prompts on the wall for staff to initiate communication. Begin with simple questions (e.g. What? Who?) before progressing to more difficult questions (e.g. Why? Where? How?).
Use pictures, key visuals and gestures alongside concrete examples to support spoken language during activities.
Use pre-teaching to introduce new, specific vocabulary and concepts, before these are included in group or circle time activities.
Draw upon small group programmes to develop listening and receptive language skills e.g. The BLAST programme (Boosting Language Auditory Skills and Talking) can be used with children aged 3-5 years.
Infant Language Link to support children (4-8 years old) with mild to moderate language and communication needs and those new to English.