{"id":34755,"date":"2025-12-11T16:10:00","date_gmt":"2025-12-11T16:10:55","guid":{"rendered":"https:\/\/www.devon.gov.uk\/support-schools-settings\/?page_id=34755"},"modified":"2025-12-12T14:17:54","modified_gmt":"2025-12-12T14:17:54","slug":"communication-interaction-strategies","status":"publish","type":"page","link":"https:\/\/www.devon.gov.uk\/support-schools-settings\/ordinarily-available-inclusive-provision\/targeted-support-framework-eyfs\/communication-and-interaction-needs-ey\/communication-interaction-strategies\/","title":{"rendered":"Whole setting strategies to support communication and interaction needs"},"content":{"rendered":"\n<h2 class=\"wp-block-heading\">Create a communication friendly environment<\/h2>\n\n\n\n<p><strong>A communication friendly environment <\/strong>supports the development of language and communication skills (including social communication), <br><br>This includes:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Language is used slowly and clearly<\/strong>, with simple vocabulary matched to the child\u2019s level of understanding.<\/li>\n\n\n\n<li><strong>Adults position<\/strong> themselves face-to-face and at the child\u2019s level to support engagement and connection.<\/li>\n\n\n\n<li><strong>Verbal responses are matched to the child\u2019s level<\/strong>, using no more than one or two words more than the child\u2019s utterance.<\/li>\n\n\n\n<li><strong>Use more comments than questions<\/strong>. Language is used to comment on what the child is doing or experiencing, with a ratio of approximately four comments to one question. Questions are differentiated to suit individual children\u2019s language development, with a focus on open-ended questions.<\/li>\n\n\n\n<li><strong>Information is given in short, manageable phrases<\/strong> to support understanding and reduce cognitive load. Time is given for children to process and respond, based on their age and stage of development.<\/li>\n\n\n\n<li><strong>Choices are offered using visual supports<\/strong> (for example, \u201cmilk or water?\u201d with pictures or objects) to support decision-making and expressive language.<\/li>\n\n\n\n<li><strong>Support non-verbal communication<\/strong>: gestures, facial expressions, and other non-verbal cues are valued and supported as part of communication development.<\/li>\n\n\n\n<li><strong>Follow the child\u2019s lead<\/strong>. Language is used to follow the child\u2019s interests and choices in play and conversation, building meaningful interactions. Language is linked to what the child is doing or experiencing in the moment to make it relevant and engaging.<\/li>\n\n\n\n<li><strong>Language is repeated and expanded<\/strong> to support vocabulary growth and sentence development. For example, child says \u201ccar\u201d, adult says \u201cfast car\u201d. When a child mixes their speech sounds, practitioners model back the correction clearly, not telling the child they are wrong.<\/li>\n\n\n\n<li><strong>Use language consistently across routines and play<\/strong>, and the environment is designed to invite conversation, storytelling, and exploration. Opportunities for talk are intentionally built into all areas of provision, both indoors and outdoors.<\/li>\n\n\n\n<li><strong>Model social interaction<\/strong> such as turn-taking, sharing, and greetings through adult-child and peer interactions.<\/li>\n\n\n\n<li><strong>Language around staying safe<\/strong> (for example \u201cstop\u201d, \u201chot\u201d, \u201ccareful\u201d) is used clearly and consistently.<\/li>\n\n\n\n<li><strong>Use strategies such as timers, \u2018First, Then\u2019 boards, and visual prompts<\/strong> to help children manage transitions and unexpected changes. Simple sequences are used to support understanding of routines and expectations (for example, \u201cFirst tidy up, then snack\u201d), backed up with visual cues.<\/li>\n\n\n\n<li><strong>Make connections<\/strong> between children\u2019s experiences and the world around them (for example \u201cYou have an aeroplane on your t-shirt\u2014look, there\u2019s one in the sky!\u201d).<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Use visual supports and tools<\/h2>\n\n\n\n<p><strong>Visual supports and tools<\/strong> enhance the early years learning environment and help young children understand routines, activities, and expectations. Support includes:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Choosing visuals<\/strong>: Depending on a child\u2019s age and stage of development, different types of visual supports can children to make choices and communicate preferences. This often follows a developmental progression:\n<ul class=\"wp-block-list\">\n<li><strong>Object of reference<\/strong> &#8211; using a real object (for example holding up a cup to indicate drink time) is typically the first stage for children who are just beginning to understand symbolic communication.<\/li>\n\n\n\n<li><strong>Photographs of objects<\/strong> &#8211; once children begin to associate images with real-world items, photos can be used (for example to offer choices, photo of milk vs. water).<\/li>\n\n\n\n<li><strong>Symbolic or drawn representations<\/strong> &#8211; as children develop, more abstract visuals like symbols or drawings can be used (for example PECS cards, picture symbols, or simple illustrations).<\/li>\n<\/ul>\n<\/li>\n\n\n\n<li><strong>Defining areas and supporting routines<\/strong>. Use visuals to label drawers, shelves, and areas of provision (for example book corner, snack area) to help children understand where things belong and what happens in each space.<\/li>\n\n\n\n<li><strong>Structuring the day<\/strong>. A simple visual timetable should be displayed at child height and referred to regularly to help children anticipate what\u2019s coming next (for example carpet time, snack, outdoor play).<\/li>\n\n\n\n<li><strong>Preparing for transitions and changes<\/strong>. Use visual cues or objects of reference to signal changes in routine (for example showing a coat for outdoor play, a plate for lunchtime).<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">Audit and adapt the learning environment<\/h2>\n\n\n\n<p><strong>Audit and adapt the learning environment <\/strong>to support attention and listening. This includes:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Background noise is minimised<\/strong> to help children focus and process language.<\/li>\n\n\n\n<li><strong>Spaces are kept uncluttered<\/strong> and clearly defined, with calm, boundaries displays that avoid overstimulation.<\/li>\n\n\n\n<li><strong>Continuous provision and seating are carefully considered<\/strong> to promote interaction, peer modelling, and adult-child communication. Learning environments are arranged to ensure easy concentration and little distraction. For example, protected learning zones where the children are not easily distracted.<\/li>\n\n\n\n<li><strong>All seven senses are considered<\/strong>: visual (sight), auditory (sound), tactile (touch), gustatory (taste), olfactory (smell), vestibular (balance), and proprioception (body awareness).<\/li>\n\n\n\n<li><strong>Resources are positioned at child height<\/strong> and organised to encourage independence and purposeful talk.<\/li>\n\n\n\n<li><strong>Use each child\u2019s name<\/strong> to gain attention and support engagement.<\/li>\n\n\n\n<li><strong>Use simple visual prompts<\/strong> to gain whole-group attention (for example, a stop sign or hand signal) and ensure consistency across the setting.<\/li>\n\n\n\n<li><strong>Give information in small chunks<\/strong>. Use clear, simple language and visual cues to support understanding. For example, show a cup when offering drink choices, or use handwashing photos to guide the sequence.<\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\">SEND Code of Practice<\/h2>\n\n\n\n<p>The SEND Code of Practice states that where a child does not make sufficient progress through the usual approaches to teaching and learning, practitioners should decide on <strong>\u2018additional to\u2019 or \u2018different from\u2019<\/strong> interventions.<\/p>\n\n\n\n<p>If pupils are still attaining at a level significantly below typical developmental levels and there is evidence of an increasing gap between them and their peers, despite differentiated provision being appropriate to their needs then please refer to the <a href=\"https:\/\/www.devon.gov.uk\/support-schools-settings\/ordinarily-available-inclusive-provision\/targeted-support-framework-eyfs\">Targeted Support Framework<\/a>.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Create a communication friendly environment A communication friendly environment supports the development of language and communication skills (including social communication), This includes: Use visual supports [&hellip;]<\/p>\n","protected":false},"author":981,"featured_media":0,"parent":34754,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-34755","page","type-page","status-publish","hentry"],"acf":[],"publishpress_future_action":{"enabled":false,"date":"2026-04-28 20:16:05","action":"change-status","newStatus":"draft","terms":[],"taxonomy":"","extraData":[]},"publishpress_future_workflow_manual_trigger":{"enabledWorkflows":[]},"_links":{"self":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/34755","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/users\/981"}],"replies":[{"embeddable":true,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/comments?post=34755"}],"version-history":[{"count":3,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/34755\/revisions"}],"predecessor-version":[{"id":34902,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/34755\/revisions\/34902"}],"up":[{"embeddable":true,"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/pages\/34754"}],"wp:attachment":[{"href":"https:\/\/www.devon.gov.uk\/support-schools-settings\/wp-json\/wp\/v2\/media?parent=34755"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}