Early Childhood Hub

High-quality interactions and supporting young children with SEND

 

This video shows practitioners supporting young children’s learning at Sheringham Nursery School and Children’s Centre in east London, a maintained nursery school for children aged two, three and four. The setting works closely with parents and carers and is fully inclusive, with a number of places prioritised for children who have special educational needs and disabilities. As you watch the video, consider how the practitioner supports high-quality interactions to support children’s learning. Specifically:

 

  • Notice how the practitioner gives key vocabulary and then repeats this as the child is moving across the blocks.
  • Consider how the practitioner uses single words and signs, then begins to use longer phrases, linked back to and building on previous communication
  • Notice how the practitioner looks for communication from the child. How is she responding to their sounds, signs, body language and facial expressions?

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Oh, a crate. A crate. 

Mummy. 

Mummy. Yes, Mummy’s coming. Balancing. Balancing. 

Ooh. 

Ooh. 

Ooh. 

Ooh. Down. Ooh, wobbly. Down. Exciting. 

More. More. Mm. A wobbly block. Ooh. 

Ah. 

Ah. More balancing. 

Ooh. 

Ooh. 

Ooh. 

Walking. Going down. Wee! Down. Up. Climbing up. Up. Ooh, wobbly. Down. Wow. Come. Bouncy. Bounce, bounce, bounce, bounce, bounce. 

Bounce. 

[child’s response] 

 

Ooh, so… 

[sneezes] 

Sneezing. Help. Help. Help. Are you OK? Yeah, you’re OK. You’re OK. Shorts. More bouncing? More bouncing. [child’s name] is spinning. Ooh. 

[laughter] 

Some more? More? 

[child’s response] 

Yes… Go! 

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