Ordinarily Available Inclusive Provision

Flexibility of thought in the early years

What is flexibility of thought?

Flexibility of thought is the ability to adapt your thinking to new, changing or unexpected events. It involves being able to think about things in new or different ways and accept changes to familiar routines.

In the early years it is important to bear in mind the child’s age and stage of development when identifying need.

  • Identification – what you may see in the child

    • Has a strong preference for things to be the same.
    • May engage in repetitive play patterns.
    • Changes to rules and routines or unexpected events may be difficult to manage.
    • Finds it hard to accept other people’s ideas, or to understand the perspectives of others.
    • Prefers to be self-led and/or direct their focus to areas of their own interest.
    • Finds it easier to engage in closed-ended tasks.
    • May only engage in self-chosen activities often related to their specific interests.
    • Finds it hard to understand the concept of danger. Does not appear to be developing an appropriate sense of risk.
    • Finds transition times difficult.
    • Following the rules or routines can be difficult to process or manage.
    • May find it challenging when others do not follow the routine.
    • Finds it hard to transfer learning to new contexts.
    • Finds it challenging to work with others on a shared task.
    • May struggle to finish activities.
    • Avoids making choices. This can add to feelings of overwhelm.
    • Has the need to control the behaviour of others when engaged in play. May impose ideas and rules on others.
    • May find it difficult to settle at the start of the session.
    • May be showing signs of school avoidance or have an increase in absences. Emotionally Based School Avoidance.

    You may also find the guidance in the Cognition and Learning section helpful.

     

  • Planned provision in the setting

    Based on need, some of this provision will be effective.

    • Provide additional support to manage change.
    • Give pre-warnings that things are about to finish or change.
    • Provide support for children to make a choice.
    • Use a visual timetable.
    • Use wait buttons for children to support understanding of how long an activity will last: Speech and Language | Livewell Southwest
    • Use a now and next board.
    • Break activities and routines down into manageable steps with a clear start and finish.
    • Teach and practise managing change – for example starting with a small change the child will be pleased about.
    • Use personalised social stories to support understanding and choices.
    • Adapt language to reduce demands.
    • Provide enhanced transition from one room or year to another, and between settings.