Early years: difficulties understanding what is being said to them

Strategies and approaches:

Consider how many information carrying words a child can manage when giving instructions. Adapt use of language and method, e.g. simple choices, reduce complexity and sentence length.
Provide visual prompts alongside language, including key vocabulary, visual timetables, now and next, gestures.
Labelling equipment with pictures, signs and words.
Ensure the adult is physically at child’s level.
Give extra / allow take up time to process what has been said.
Think about the environment and how to limit any distractions.
Check you have engaged the child’s attention before talking to them, use the child’s name to attract attention.
Check that hearing has been tested.
Plan specific opportunities to teach new vocabulary as well as opportunities to revisit and practice, to develop understanding and use of new words.
Consider use of ‘first and then’ or ‘now and next’ supported by visual prompts.
Meet regularly with parent carers to discuss how advice and strategies can be continued and strengthened when used at home.
Repeat key words and phrases.