Ordinarily Available Inclusive Provision

Social communication in the early years

What is social communication?

Social communication is the use of verbal and non-verbal language to interact with others, including body language, tone of voice, conversational skills, social conventions and emotional intelligence.

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

    • Not responding to familiar voices or faces.
    • Difficulty in interpreting facial expressions and/or using facial expressions effectively in the right context.
    • Literal interpretation of language.
    • Challenges responding to social cues.
    • Limited verbal communication or delayed speech development.
    • Uses different ways to communicate than talking, for example, screaming, crying, leading, pulling.
    • Difficulty understanding instructions or abstract language.
    • Tolerance of proximity to others may be limited, for example, may move away if others approach or are too close.
    • Doesn’t respond to emotions in other voices.
    • Repeating back heard words or phrases.
    • Preference for solitary play, doesn’t show interest in the play of others or repetitive play patterns.
    • Purposefully moves away from other children and may become distressed if others join their play.
    • Over friendly with unknown adults.
    • Challenges with turn-taking, eye contact, or joint attention.

  • Planned provision in the setting

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

    • Acknowledge and respond to all attempts at communication, including understanding that behaviour is communication.
    • Work alongside families to understand the child’s needs at home and in setting.
    • Play alongside, encourage interactions
    • Create situations that encourage the child to interact, for example, toy out of reach, making choices.
    • Model interactions and scaffold communication.
    • Use a total communication approach, for example gestures, simple signs.
    • Comment on play during independent activities.
    • Introduce social stories to support the child’s understanding of social situations.
    • Keep language simple and direct. Match level of language to the child’s stage of development – Speech, language and communication.
    • Provide opportunities for children to explore physical reactions to feelings and consider use of puppets, toys or stories to support specific teaching of emotions.