Communication includes every reliable way a child shares and understands meaning
Children may communicate through speech, sounds, facial expression, body movement, gesture, signs, home languages, pictures, objects, writing or augmentative and alternative communication. Inclusive adults notice and respond to these methods, allow processing time, model without demanding imitation and ensure the child can communicate choices, help, discomfort and ideas throughout the day.
Communication is often mistaken for spoken English. That narrow view can make a capable child appear passive or unresponsive when the adults around them are not recognising their method. A child who takes an adult to an object, points to a photograph, signs, looks toward a choice or selects a symbol is communicating. The adult’s responsibility is to notice the message and make the exchange work.
Te Whāriki’s communication strand includes many ways of expressing and interpreting experience. Te Whāriki Online also discusses non-verbal communication, sign language and bilingual or multilingual pathways. A centre does not need to pretend every staff member already knows every system. It does need a deliberate plan for learning and consistently using the methods that matter to the child.
Begin by creating a communication profile
- How the child shows yes, no, more, finished, help, pain or discomfort
- Which people, places and topics make communication easier
- Which spoken, signed or home-language words are important
- What processing time, positioning or sensory conditions help
- Which pictures, objects, devices or other supports are already used
Record the family’s interpretation and compare it with centre observations. Keep the profile practical, private and available to the people who need it. Review it as communication develops.
Respond to the message before improving the form
If a child points to water, acknowledge the request before asking for another method. The adult may model the word, sign or symbol alongside the response, but withholding the needed item until the child performs can turn communication into a test. Safety, health and care messages require especially reliable access.
Use the observe–acknowledge–extend sequence
- Observe the child’s movement, gaze, sound, symbol or words.
- Acknowledge the likely message and check when needed.
- Respond to the meaning so communication has an effect.
- Model one useful extension without demanding repetition.
- Pause and leave room for the child’s next contribution.
Make communication available everywhere
A picture board stored in a cupboard is not accessible communication. The child needs their method during play, meals, care routines, outdoors, transitions and emotional moments. If a device or book moves with the child, agree who checks that it is available and working. Backup methods may be needed, but they should be planned with the family and relevant professional rather than improvised.
Allow processing time without abandoning the exchange
Some children need a longer pause to understand language, organise movement or use a device. Repeating the question, adding more words or answering immediately can reset the process. Wait visibly and calmly. If the message is still unclear, simplify, demonstrate or offer a manageable choice while preserving the child’s opportunity to respond.
Use visual choices honestly
A choice board should contain options that are genuinely available. Showing ‘outside’ when the group cannot go outside teaches that the symbol does not reliably influence events. Adults can use a first–then sequence or explain that an option is unavailable, but communication supports must not become a way to create false control.
Support peer communication without speaking for the child
Peers may need help noticing a gesture, waiting for a device or understanding that a picture carries meaning. Kaiako can narrate carefully—’Aria is pointing to the long block; let’s wait’—then step back. Avoid appointing one friend as the child’s interpreter or allowing adults to answer every question on the child’s behalf.
Communication access during strong feelings
- Keep help, stop, break and pain messages easy to reach.
- Reduce spoken language when the child is overloaded.
- Use familiar visuals or gestures rather than introducing a new system mid-crisis.
- Acknowledge refusal and investigate the cause.
- Review the event later with the family when important information emerged.
Value home languages and accurate pronunciation
A child’s home language is part of identity and communication, not a barrier to be removed. Families can share key words, names, songs and appropriate resources. Staff should be honest about their language capability and learn with guidance. Do not pressure a child to replace a home-language message with English before responding.
Know when specialist advice matters
A general article cannot select or design an individual communication system. Where a child uses or may need augmentative communication, hearing support, sign language or other specialist strategies, work with appropriately qualified professionals and the family. Do not remove, restrict or substantially change an established method without agreement.
Questions for Childsplay Unlimited
Ask Mt Roskill or Kingsland how important communication information is shared, what supports can be available across the day and how peers are included. Bring the child’s current system to a private discussion. The two centres may have different staff experience and resources, so assess the relevant location rather than relying on a broad claim. Ask for specific examples.
Different communication methods: FAQs
Is communication only speech?
No. Meaning can be shared through sounds, movement, signs, pictures, objects, devices, writing, home languages and other reliable methods.
Should adults make a child say a word before responding?
Usually respond to the message and model language naturally. Follow individual professional guidance where a specific plan exists.
Can pictures delay speech?
Do not make general claims about an individual child. Communication supports should be selected and reviewed with people who know the child and relevant qualified professionals.
What if staff do not know the child’s system?
Plan training, practical information, consistent access and a review process before assuming the child can manage without it.
Contact Childsplay Unlimited
Discuss how your child communicates with Childsplay Unlimited. Call Mt Roskill on 09 627 9041 or Kingsland on 09 846 8908 to arrange a private conversation and ask how the relevant centre can support communication across the day.
