Adults ensure every baby and child has positive interactions with an adult at various times during their session, including those children who appear to prefer solitary play.
Any predictable changes are explained and supported by the use of a Visual Timetable. This can also demonstrate timings of activities.
Behavioural expectations supported with visual cues (e.g. good sitting and looking prompts). Regular use of specific (labelled) praise when wanted behaviours are observed.
Regular sharing of information (between staff and between home and setting) centred on the child (e.g. Use of a One Page Profile).
Clearly labelled learning environment by learning zones/play areas. Twinkl and Widgit provides a wide range of symbols which can be used to signpost around the environment, for displays and to create visual timetables. Be consistent in symbol use, e.g. avoid using Twinkl picture for one symbol and Boardmaker for another.
Changes to the environment to support understanding of expectations. The TEACCH approach The Teacch approach pdf [177kb] is a way to provide high levels of visual structure and clarity to support children’s understanding of the environment, expectations and activities. The use of ‘finished boxes’ and ‘work stations’ to help children understand the difference between work/ adult-led activities and play are often helpful. It is not a single method and can be used alongside other approaches.
Use of circle/carpet time help children to develop their social, attention and listening skills.
Sensory breaks incorporated into the day (e.g. access to quieter spaces, movement breaks and use of sensory resources).