Supporting Play Routines For All Children
Traditionally, various methods have been used to teach children skills for interacting with their peers. However, these approaches have not always been inclusive, particularly for neurodivergent children. As we move towards a more inclusive mindset, it’s essential to adopt practices that support both neurotypical and neurodivergent children.
Two effective strategies for educators are prompting and modelling. These methods can be combined within intentional teaching opportunities to foster positive peer interactions.
Let’s explore an example to see these strategies in action:
Scenario:
A child runs over to a group of children playing on a swing, takes another child’s hat, and runs away laughing. Several children chase him around the playground, all laughing and having fun.
Reflection and Action:
Reflecting on this situation can be insightful, especially in understanding the child’s intent and ensuring the hat is returned. An educator can support this interaction by using prompting and modelling:
- Gathering and Discussion: The educator gathers the children and discusses the hat and the game, listening to and accepting all children’s ideas. This step helps children understand each other’s perspectives.
- Modelling Language: The educator suggests, “Let’s play tag.” The child may repeat these words to peers or the educator may model the phrase initially. With repeated modelling, the child might start communicating with peers over time. The educator can also use augmentative and alternative communication (AAC) methods, such as a device or sign language, to be inclusive of all communication preferences.
- Prompting Responses: The educator prompts the children to respond. Whether the answer is ‘yes’ or ‘no’, the educator narrates each group’s perspective and helps them explore alternative solutions if needed.
- Supporting Action: If the children are unsure how to start the game, the educator can support them by identifying the initial chaser and prompting actions with words like ‘run’ and ‘chase’. The educator might also model the actions by joining the game.
In this scenario, the educator’s role is to help children understand each other’s perspectives and scaffold successful play routines. By using prompting and modelling, educators can leverage children’s interests and strengths, reflecting on their role in guided learning. The Early Years Learning Framework and Queensland Kindergarten Learning Guideline emphasise the importance of intentionally supporting learning through play. Prompting and modelling are valuable strategies for documenting intentional teaching and reflections.
By embracing these inclusive practices, educators can create a supportive environment that fosters meaningful interactions among all children.
