Early Years: Strategies and Resources

Communication and Interaction

Speech and Language

What you might see

You might see a child who:

  • Communicates their needs, preferences or feelings in ways you might expect from a younger child
  • Takes longer to learn new words and build longer phrases
  • Uses single words or short phrases rather than full sentences
  • May use a wide range of words linked to a strong interest, but not always use them in the right context
  • Show behaviours such as becoming frustrated or upset when they are trying to communicate or have not understood what has been said
  • Repeats words or phrases they have heard (e.g. from adults, stories or videos) when playing or talking
  • Talk about themselves using their name instead of “I”

What you can try

Use familiar words to describe objects and actions

Model short, simple sentences

Model simple language during everyday routines and activities

Create opportunities for the child to use communication for a purpose (e.g. making choices, requesting, expressing feelings, answering questions)

Use the child’s interests to support and extend their language and learning

Cecognise that behaviours may be a sign the child is finding it difficult to communicate their needs

Use a “match plus one” approach (repeat what the child says and add one more word, e.g. “ball” → “red ball”)

Use comments rather than questions when interacting with the child

What you might see

You might see a child who:

  • Needs their name to be said more than once or needs extra prompts to follow instructions
  • May focus on objects or activities rather than the adult when listening
  • Does not always respond when their name is called
  • Takes longer to understand and follow instructions
  • Meeds instructions to be supported with visuals, gestures or demonstration
  • Finds changes in activities or routines difficult, even with adult prompts

What you can try

Speak slowly and clearly, and give the child time to respond

Use the child’s name before giving instructions and repeat if needed

Reduce background noise and distractions before speaking

Keep language simple and use short phrases

Allow time for the child to process what has been said before repeating

Use visuals and objects of reference (e.g. photos, symbols) to support understanding of language and routines

Support communication using facial expression, tone of voice, gesture, signing (e.g. Makaton) and visual supports (e.g. Now and Next boards, symbols, objects)

Introduce new words during play and everyday activities, with repeated opportunities to hear and use them

Support understanding during interactions with peers when needed

Allow extra time for processing (e.g. up to 10 seconds before repeating or prompting)

Recognise that behaviours and emotional responses may be a form of communication

Prepare the child for changes and allow time to adjust

What you might see

You might see a child who:

  • Speaks to some familiar people (e.g. certain adults or friends) but not to others
  • May speak at certain times of the day but not at others
  • Speaks in some places or areas but not in others
  • May talk in some situations (e.g. one-to-one or during play) but not in larger groups

What you can try

Reduce pressure on the child to talk

Give the child time to settle in the setting, with new activities and with new people

Talk with parents/carers about what works at home

Use play and activities that do not require talking to help the child feel comfortable

Avoid drawing attention to when or where the child is able to talk

Ensure the child has an alternative way to communicate (e.g. gestures, visuals, pointing, communication aids)

What you might see

You might see a child who:

  • Has unclear speech and can be difficult to understand
  • May rely on familiar adults or peers to help others understand what they are saying

What you can try

Check the child’s hearing if you have concerns

Reduce background noise so you can hear the child clearly

Face the child and speak clearly so they can see how sounds are made

Model clear speech, supported by gesture or signs if needed (e.g. Makaton)

Repeat back words correctly in a natural way without asking the child to repeat

Emphasise key sounds in words (e.g. “pig” with a clear “p” sound)

Encourage the child to show you or take you to what they mean if they are not understood

Take responsibility if you do not understand (e.g. “my ears are not working today”)

Allow time for the child to process and respond (e.g. up to 10 seconds)

Support the child to slow down if their speech becomes too fast

Talk about sounds in the environment (e.g. listening walks – leaves rustling, dogs barking)

Use rhymes, songs and stories to practise sounds (e.g. “Old MacDonald”, “Head, Shoulders…”)

Beak words into syllables using clapping, tapping or stamping (e.g. “bu–tter–fly”)

Provide an additional way to communicate (e.g. photos, symbols, gestures, Makaton signs)

Offer small group or individual support, including targets from Speech and Language Therapy (SALT)

What you might see

You might see a child who:

  • Repeats sounds or whole words when speaking
  • May get stuck on a word or be unable to get words out

What you can try

Give the child enough time to speak without rushing them

Allow the child to finish what they are saying

Maintain natural eye contact and show you are listening

Acknowledge the child’s feelings if they become upset or frustrated

Model a slow, calm rate of speech

Attention and Interaction

What you might see

You might see a child who:

  • Is easily distracted by noise or what others are doing and needs adult support to refocus
  • Shows differences in how they listen or pay attention (e.g. may not look at the person speaking or may listen in their own way)
  • May show sensory behaviours such as flapping, rocking or covering their ears
  • Finds it difficult to share attention with an adult or another child
  • 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

Use the child’s name alongside a gesture or gentle touch before giving instructions

Use motivating toys and activities to engage attention

Build the child’s interests into learning activities

Use music, songs, stories, props and objects to capture interest

Keep language simple and use key words or short phrases

Allow time for the child to process what has been said before repeating

Model play and activities to support engagement

What you might see

  • Uses non-verbal ways to communicate (e.g. pulling, guiding or pointing) to get help or be understood
  • May show behaviours such as becoming upset or frustrated, which reduce when an adult gives attention or support
  • Plays in ways that are different from their peers (e.g. repeating the same actions or playing alone)
  • Prefers to play in their own way and may not want others to join in

What you can try

Copy the child’s actions and sounds to build interaction (e.g. Intensive Interaction)

Provide opportunities for copying, leading and following games

Use interactive and anticipatory games (e.g. ready–steady–go)

Model play sequences and play alongside the child using similar toys

Provide simple turn-taking activities, starting with an adult, then another child, then a small group

Keep activities short with a clear start and finish

Watch for signs the child needs to stop or take a break

Follow the child’s lead and use their interests to support interaction

Give opportunities for the child to share their interests and strengths with others

Sensory Differences

What you might see

You might see a child who:

  • Covers their eyes
  • Avoids bright lights or being outdoors
  • Avoids eye contact
  • May flap or repeat movements
  • Is drawn to lights, shiny or colourful objects
  • Looks at things from the side (using side vision)
  • Enjoys repeating the same movements

What you can try

Provide an environment where children can explore using all their senses

Talk about sensory experiences and encourage children to notice and use their senses during play and activities

Use and model simple sensory vocabulary (e.g. loud, quiet, bright, soft, hard, fast)

Offer a range of multi-sensory resources and activities

Ensure materials used are safe and non-toxic (e.g. playdough, paint)

Use sensory stories to introduce activities and support engagement

Provide regular movement breaks

Use sensory circuits to support regulation and readiness for learning

Create quiet spaces (e.g. calm corners, tents) to reduce overstimulation and support calming

Identify each child’s sensory preferences and needs, and adapt activities accordingly (e.g. sensory profile)

Create an individual plan with appropriate equipment (e.g. sensory objects, ear defenders, cushions)

Use a sensory ladder or similar approach to support regulation

Carry out regular sensory environment audits (e.g. C-SENSE)

Identify times, spaces or routines that may be overwhelming and prepare the child for these (e.g. transitions, toileting, moving between areas)

Use visuals or objects of reference to support routines (e.g. toileting plans)

Risk assess the environment and remove unsafe items (e.g. choking hazards), providing safe alternatives (e.g. chewlery)

Redirect or support the child during overwhelming situations using familiar or calming items

Access sensory training to build staff understanding and confidence in supporting sensory needs

What you might see

You might see a child who:

  • Is sensitive to loud noises
  • Covers their ears
  • Makes their own sounds (e.g. humming or singing)
  • May not notice where sounds are coming from

What you can try

Provide an environment where children can explore using all their senses

Talk about sensory experiences and encourage children to notice and use their senses during play and activities

Use and model simple sensory vocabulary (e.g. loud, quiet, bright, soft, hard, fast)

Offer a range of multi-sensory resources and activities

Ensure materials used are safe and non-toxic (e.g. playdough, paint)

Use sensory stories to introduce activities and support engagement

Provide regular movement breaks

Use sensory circuits to support regulation and readiness for learning

Create quiet spaces (e.g. calm corners, tents) to reduce overstimulation and support calming

Identify each child’s sensory preferences and needs, and adapt activities accordingly (e.g. sensory profile)

Create an individual plan with appropriate equipment (e.g. sensory objects, ear defenders, cushions)

Use a sensory ladder or similar approach to support regulation

Carry out regular sensory environment audits (e.g. C-SENSE)

Identify times, spaces or routines that may be overwhelming and prepare the child for these (e.g. transitions, toileting, moving between areas)

Use visuals or objects of reference to support routines (e.g. toileting plans)

Risk assess the environment and remove unsafe items (e.g. choking hazards), providing safe alternatives (e.g. chewlery)

Redirect or support the child during overwhelming situations using familiar or calming items

Access sensory training to build staff understanding and confidence in supporting sensory needs

What you might see

You might see a child who:

  • Avoids touch or busy spaces
  • May seem very sensitive to pain or not react to pain as expected
  • Removes clothing
  • Avoids getting wet or messy
  • Enjoys messy or water play
  • Touches people or objects a lot
  • Needs to hold or fiddle with objects

What you can try

Provide an environment where children can explore using all their senses

Talk about sensory experiences and encourage children to notice and use their senses during play and activities

Use and model simple sensory vocabulary (e.g. loud, quiet, bright, soft, hard, fast)

Offer a range of multi-sensory resources and activities

Ensure materials used are safe and non-toxic (e.g. playdough, paint)

Use sensory stories to introduce activities and support engagement

Provide regular movement breaks

Use sensory circuits to support regulation and readiness for learning

Create quiet spaces (e.g. calm corners, tents) to reduce overstimulation and support calming

Identify each child’s sensory preferences and needs, and adapt activities accordingly (e.g. sensory profile)

Create an individual plan with appropriate equipment (e.g. sensory objects, ear defenders, cushions)

Use a sensory ladder or similar approach to support regulation

Carry out regular sensory environment audits (e.g. C-SENSE)

Identify times, spaces or routines that may be overwhelming and prepare the child for these (e.g. transitions, toileting, moving between areas)

Use visuals or objects of reference to support routines (e.g. toileting plans)

Risk assess the environment and remove unsafe items (e.g. choking hazards), providing safe alternatives (e.g. chewlery)

Redirect or support the child during overwhelming situations using familiar or calming items

Access sensory training to build staff understanding and confidence in supporting sensory needs

What you might see

You might see a child who:

  • Eats a limited range of foods
  • Prefers very plain or very strong flavours
  • Refuses food or overfill their mouth
  • May put non-food items in their mouth

What you can try

Provide an environment where children can explore using all their senses

Talk about sensory experiences and encourage children to notice and use their senses during play and activities

Use and model simple sensory vocabulary (e.g. loud, quiet, bright, soft, hard, fast)

Offer a range of multi-sensory resources and activities

Ensure materials used are safe and non-toxic (e.g. playdough, paint)

Use sensory stories to introduce activities and support engagement

Provide regular movement breaks

Use sensory circuits to support regulation and readiness for learning

Create quiet spaces (e.g. calm corners, tents) to reduce overstimulation and support calming

Identify each child’s sensory preferences and needs, and adapt activities accordingly (e.g. sensory profile)

Create an individual plan with appropriate equipment (e.g. sensory objects, ear defenders, cushions)

Use a sensory ladder or similar approach to support regulation

Carry out regular sensory environment audits (e.g. C-SENSE)

Identify times, spaces or routines that may be overwhelming and prepare the child for these (e.g. transitions, toileting, moving between areas)

Use visuals or objects of reference to support routines (e.g. toileting plans)

Risk assess the environment and remove unsafe items (e.g. choking hazards), providing safe alternatives (e.g. chewlery)

Redirect or support the child during overwhelming situations using familiar or calming items

Access sensory training to build staff understanding and confidence in supporting sensory needs

What you might see

You might see a child who:

  • Avoids certain smells or places (e.g. toilets or dining areas)
  • Seeks out strong smells

What you can try

Provide an environment where children can explore using all their senses

Talk about sensory experiences and encourage children to notice and use their senses during play and activities

Use and model simple sensory vocabulary (e.g. loud, quiet, bright, soft, hard, fast)

Offer a range of multi-sensory resources and activities

Ensure materials used are safe and non-toxic (e.g. playdough, paint)

Use sensory stories to introduce activities and support engagement

Provide regular movement breaks

Use sensory circuits to support regulation and readiness for learning

Create quiet spaces (e.g. calm corners, tents) to reduce overstimulation and support calming

Identify each child’s sensory preferences and needs, and adapt activities accordingly (e.g. sensory profile)

Create an individual plan with appropriate equipment (e.g. sensory objects, ear defenders, cushions)

Use a sensory ladder or similar approach to support regulation

Carry out regular sensory environment audits (e.g. C-SENSE)

Identify times, spaces or routines that may be overwhelming and prepare the child for these (e.g. transitions, toileting, moving between areas)

Use visuals or objects of reference to support routines (e.g. toileting plans)

Risk assess the environment and remove unsafe items (e.g. choking hazards), providing safe alternatives (e.g. chewlery)

Redirect or support the child during overwhelming situations using familiar or calming items

Access sensory training to build staff understanding and confidence in supporting sensory needs

What you might see

You might see a child who:

  • Wears clothing that does not match the weather
  • May not recognise when they need the toilet
  • Needs frequent toilet trips
  • Becomes upset when hungry or thirsty

What you can try

Provide an environment where children can explore using all their senses

Talk about sensory experiences and encourage children to notice and use their senses during play and activities

Use and model simple sensory vocabulary (e.g. loud, quiet, bright, soft, hard, fast)

Offer a range of multi-sensory resources and activities

Ensure materials used are safe and non-toxic (e.g. playdough, paint)

Use sensory stories to introduce activities and support engagement

Provide regular movement breaks

Use sensory circuits to support regulation and readiness for learning

Create quiet spaces (e.g. calm corners, tents) to reduce overstimulation and support calming

Identify each child’s sensory preferences and needs, and adapt activities accordingly (e.g. sensory profile)

Create an individual plan with appropriate equipment (e.g. sensory objects, ear defenders, cushions)

Use a sensory ladder or similar approach to support regulation

Carry out regular sensory environment audits (e.g. C-SENSE)

Identify times, spaces or routines that may be overwhelming and prepare the child for these (e.g. transitions, toileting, moving between areas)

Use visuals or objects of reference to support routines (e.g. toileting plans)

Risk assess the environment and remove unsafe items (e.g. choking hazards), providing safe alternatives (e.g. chewlery)

Redirect or support the child during overwhelming situations using familiar or calming items

Access sensory training to build staff understanding and confidence in supporting sensory needs

What you might see

You might see a child who:

  • Avoids activities like running, climbing or rough play
  • Move slowly
  • Find it hard to sit or stand still (e.g. rocking, spinning)
  • Walks on their toes
  • Seeks firm pressure (e.g. squeezing, pushing) or uses too much force

What you can try

Provide an environment where children can explore using all their senses

Talk about sensory experiences and encourage children to notice and use their senses during play and activities

Use and model simple sensory vocabulary (e.g. loud, quiet, bright, soft, hard, fast)

Offer a range of multi-sensory resources and activities

Ensure materials used are safe and non-toxic (e.g. playdough, paint)

Use sensory stories to introduce activities and support engagement

Provide regular movement breaks

Use sensory circuits to support regulation and readiness for learning

Create quiet spaces (e.g. calm corners, tents) to reduce overstimulation and support calming

Identify each child’s sensory preferences and needs, and adapt activities accordingly (e.g. sensory profile)

Create an individual plan with appropriate equipment (e.g. sensory objects, ear defenders, cushions)

Use a sensory ladder or similar approach to support regulation

Carry out regular sensory environment audits (e.g. C-SENSE)

Identify times, spaces or routines that may be overwhelming and prepare the child for these (e.g. transitions, toileting, moving between areas)

Use visuals or objects of reference to support routines (e.g. toileting plans)

Risk assess the environment and remove unsafe items (e.g. choking hazards), providing safe alternatives (e.g. chewlery)

Redirect or support the child during overwhelming situations using familiar or calming items

Access sensory training to build staff understanding and confidence in supporting sensory needs

What you might see

You might see a child who:

  • May strongly like or dislike heights
  • Prefers to sit or lie down
  • Seems clumsy or have poor balance
  • Finds it difficult to change direction when moving
  • Seeks or avoids activities involving balance
  • Avoids certain surfaces or textures when walking

What you can try

Provide an environment where children can explore using all their senses

Talk about sensory experiences and encourage children to notice and use their senses during play and activities

Use and model simple sensory vocabulary (e.g. loud, quiet, bright, soft, hard, fast)

Offer a range of multi-sensory resources and activities

Ensure materials used are safe and non-toxic (e.g. playdough, paint)

Use sensory stories to introduce activities and support engagement

Provide regular movement breaks

Use sensory circuits to support regulation and readiness for learning

Create quiet spaces (e.g. calm corners, tents) to reduce overstimulation and support calming

Identify each child’s sensory preferences and needs, and adapt activities accordingly (e.g. sensory profile)

Create an individual plan with appropriate equipment (e.g. sensory objects, ear defenders, cushions)

Use a sensory ladder or similar approach to support regulation

Carry out regular sensory environment audits (e.g. C-SENSE)

Identify times, spaces or routines that may be overwhelming and prepare the child for these (e.g. transitions, toileting, moving between areas)

Use visuals or objects of reference to support routines (e.g. toileting plans)

Risk assess the environment and remove unsafe items (e.g. choking hazards), providing safe alternatives (e.g. chewlery)

Redirect or support the child during overwhelming situations using familiar or calming items

Access sensory training to build staff understanding and confidence in supporting sensory needs

Personal Care and Toileting

What you might see

You might see a child who:

  • Needs support with 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 enough time for supported toileting routines so children can develop independence

Ensure staff are available to provide individual support within routines

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

Share strategies between home and the setting to support consistent routines

Take into account family preferences and approaches to personal care

Use your understanding of the child’s sensory needs to support them to stay calm

Use visual supports (e.g. objects of reference, photos, symbols) to support routines and understanding

Resources and Advice

Autism / Social Communication Differences

  • Neuroinclusive Education Network (NEN) Resources – guidance and materials to support neuroinclusive practice, including progression frameworks and standards
  • Communication Matters – resources to support understanding and use of alternative communication approaches
  • Autism Matters – information and resources to support autistic children and families
  • Autism West Midlands – advice, support and resources for autistic individuals and families
  • Birth to 5 Matters – guidance to support early years development and inclusive practice
  • Development Matters – curriculum guidance for early years settings

Speech, Language and Communication

  • Speech and Language UK – What Works database – evidence-based strategies and interventions to support speech, language and communication
  • Communication Friendly Guidance – advice on creating communication-friendly early years environments
  • Developing Communication (NHS) – guidance and activities to support communication development
  • BBC Tiny Happy People (if retained here) – activities to support early communication and language development

Autism / Social Communication Differences

  • SCERTS (Social Communication, Emotional Regulation and Transactional Support) – framework to support communication and emotional regulation
  • Play, Interact, Communicate (PIC) – approach to support early interaction and engagement
  • Engagement Model – supports understanding of how children engage with learning
    https://www.gov.uk/

Speech, Language and Communication

  • WellComm – screening and intervention toolkit to identify and support speech and language needs
  • Communication Friendly Settings / Schools – approach to adapting environments to support communication
  • ELKLAN – training and resources to support speech and language development in early years settings

Autism / Social Communication Differences

  • NEN Early Years Training / CAT Modules – training to support neuroinclusive and autism-informed practice
  • NEN Toileting in the Early Years – guidance to support toileting for children with additional needs
  • Communication and Autism Team (CAT) Training – specialist training and advice for settings

Speech, Language and Communication

  • Language Champions / SALT Advice – support from trained staff and therapists to develop communication approaches
  • SALT Training and Advice – guidance from Speech and Language Therapy services to support inclusive practice

Autism / Social Communication Differences

  • Area SENCo Team – Area SENCo Team provides advice, support and training for communication and language development of children in PVI settings – Early Years Inclusion Support (EYIS)

Autism / Social Communication Differences

Speech, Language and Communication

Autism / Social Communication Differences

  • Widgit Symbols (Communicate in Print) – visual symbols to support understanding and communication
  • Makaton – communication programme using signs, symbols and speech
  • Black Sheep Press – published resources to support communication and language development

Speech, Language and Communication

  • Widgit Symbols (Communicate in Print) – visual symbols to support understanding and communication
  • Makaton – communication programme using signs, symbols and speech
  • Core Boards – visual communication tools to support interaction and language development

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