Early Years: Strategies and Resources

Cognition and Learning

Attention and Engagement

What you might see

You might see a child who:

  • Finds it hard to focus on an activity and moves quickly from one thing to another
  • Shows little interest in activities and may seem passive or not join in

What you can try

Peep activities short and gradually increase the length of time

Use timers (e.g. sand timers) to support understanding of time

Use high-interest toys or activities to gain attention (e.g. bucket time / Attention Autism)

Use a clear signal to start and finish activities (e.g. bell, tambourine, tidy-up song, hand signal)

Talk to parents/carers about the child’s interests at home

Observe the child to identify what motivates and engages them

Provide a range of interesting and engaging activities

Provide time with one adult and gradually build this up

Introduce other children gradually during activities

Use familiar activities and offer a small number of choices (e.g. two to four options)

Introduce choices gradually

Provide a range of multi-sensory learning opportunities

Use assistive technology to support engagement (e.g. sound buttons, talk tins, tablets with motivating activities)

Make links to previous experiences clear to support understanding and learning

What you might see

You might see a child who:

  • Is reluctant to explore their environment and does not respond to encouragement or praise
  • Sticks to familiar activities and avoids trying new ones
  • Finds it hard to solve problems when something is challenging
  • Repeats the same play or activities over and over (e.g. repeating the same actions or patterns in play)

What you can try

Show the child you are noticing and interested in what they are doing (e.g. smile, nod, thumbs up, gesture or gentle touch) and find out what they are comfortable with

Praise effort and attempts, not just the finished result

Plan regular ‘special time’ with an adult, using activities chosen by the child where possible

Use visual supports (e.g. visual timetable, Now and Next board) to support transitions and encourage trying new activities

Provide a quiet space where the child can take time out when needed

Carefully judge when to join in and when to wait for the child to initiate interaction

Break tasks down into small, manageable steps

Use small, gradual steps and celebrate success at each stage

Build confidence through familiar activities, then gradually introduce new challenges

Celebrate each small step of progress

Use motivating activities in less preferred areas (e.g. cars in the painting area or playdough in the construction area)

Learning Skills

What you might see

You might see a child who:

  • Is not making expected progress in some areas of learning
  • Finds it difficult to learn new skills or early concepts
  • May forget things they have already been taught and need them repeated

What you can try

Carry out focused observations to identify areas of need and provide additional adult support where needed (e.g. in new situations)

Use observations to plan personalised experiences and opportunities to support development

Gather information from parents/carers through early conversations and meetings

Develop shared attention through child-led play using the child’s interests (e.g. peek-a-boo, “round and round the garden”)

Break tasks down into small steps (e.g. putting on a coat)

Teach skills in small, manageable steps and gradually link them together

Use visual sequences to support routines (e.g. handwashing, toileting), alongside modelling, songs or rhymes

Provide regular opportunities to revisit and practise learning to support retention and transfer

Model and extend play through commentary to support engagement and language

Use a “little and often” approach to teaching and learning

Provide opportunities for peer-supported learning with children who can model play and learning

Support the child to persevere, ask questions, problem-solve and take risks

Use information from home to plan next steps and provide consistent challenge

Use clear cues to support engagement (e.g. name, gesture, visuals, objects of reference or gentle touch) before giving instructions

Provide short, developmentally appropriate adult-led activities (e.g. jigsaws, beads, sorting, matching, blocks)

Join in at key moments to move learning forward and address misconceptions

Increase opportunities to share and enjoy books

Provide opportunities to practise, revisit and apply skills in different contexts

Plan for repetition and overlearning of key concepts across the environment

Explicitly teach vocabulary and concepts

Pre-teach key vocabulary and ideas before activities

Use visual supports (e.g. Now and Next boards, choosing boards, visual timetables, real objects)

Use a “busy box” with familiar, pre-taught activities to support independence and overlearning

Provide targeted interventions through small group or frequent adult support, such as structured phonics, pre-phonics skills (e.g. Phase 1 Letters and Sounds), and early number skills

Personal Care and Toileting

What you might see

You might see a child who:

  • Needs support with personal care tasks, including toileting
  • May not yet be able to manage toileting independently

What you can try

Work with parents/carers and signpost them to guidance and support to help develop independence with toileting (see resources)

Follow your setting’s intimate care policy

Plan sufficient time for supported toileting routines so children can develop independence

Provide individual support with personal care within daily routines

Allow flexibility in staffing so additional adult support can be provided where needed

Share approaches and routines between home and the setting to support consistency

Take into account family preferences, values and routines around personal care

Resources and Advice

Practical Resources

Training and Approaches

  • Assistive Technology – use of simple tools and resources to support access, engagement and independence
  • Area SENCO / LLaSS training – training on a range of inclusive approaches and strategies to support learning

Support Available

  • Area SENCO Team – Area SENCo Team provides advice, support and training for communication and language development of children in PVI settings. –  Early Years Inclusion Service
  • Language, Learning and Support Service (LLaSS) – offers advice and support to schools for children with emerging or identified SEND needs – Specialist SEND Support Services
  • Educational Psychology Service (EPS) – provides consultation, assessment and advice to support learning and development – Specialist SEND Support Services

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