Area of need: Communication and Interaction

'Communication and interaction’ tends to focus on these areas.

Those with speech, language and communication needs (SLCN) may find it difficult to communicate with others. This includes finding it hard to say what they want to, understanding what is being said to them or understanding social rules. As Alison Gurney, Educational Psychologist discusses in the below video: 

• Speech: saying sounds 

• Language: do children have more than 50 words by 24 months? Can they combine words into sentences? 

• Communication: can children understand basic instructions and communicate their thoughts 

Watch this video from Nursery in the Park as they discuss their support of children’s communication in their setting. 

• Is my learning environment communication-friendly? Are there any visual aids, quiet spaces or accessible resources that could be enhanced? 

• Do I use a range of communication methods? 

Area of need: Cognition and learning

Cognition is a word used to describe how our brains acquire knowledge and understanding. As a child develops, you will recognise changes in the way they play, the language they use and how they think, learn, explore and problem solve. Interacting with children helps the development of their cognition and learning.

Learning occurs at slower pace than peers, even when adjusted for. Definitions include:  

1. Moderate learning difficulties (MLD),  

2. Severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and associated difficulties with mobility and communication, 

3. Profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment. 

4. Specific learning difficulties (SpLD), such as dyslexia, dyscalculia and dyspraxia.  

Area of need: Social, emotional and mental health

Children’s social, emotional, and mental health (SEMH) is important to children’s overall well-being. It encompasses how children manage their emotions, build relationships, and handle social interactions. It includes the ability to understand and express feelings, exhibit empathy, and cope with social situations. Needs can present in various ways according to children’s ages, personality, their experiences and the environment. They may bring difficulties to children’s learning, relationships and routines.  

It is also helpful to note that SEMH was previously referred to as “behavioural, social and emotional health.” The updated terminology places greater emphasis on mental health as a core component, rather than focusing primarily on behaviour.

Want to know more? There is a whole course dedicated to Social and Emotional Development.

 Dr Alison Gurney, Senior Educational Psychologist, discusses areas of social, emotional and mental health. 

Want to know more? There is a whole course dedicated to Social and Emotional Development [link] 

• Looking back on recent experiences, is there anything you have encountered regarding children’s emotional needs?  

• How do you help children to recognise, name and display emotions? 

Area of need: Sensory and/or physical needs

Children with sensory and/or physical needs may experience the world differently due to variations in how they receive, process, or respond to sensory information. These needs can influence how comfortably and confidently a child moves, explores, and participates in daily routines or learning activities. Understanding these differences helps practitioners create supportive environments where each child can engage meaningfully and access learning at their own pace.

Children may have:
•    Vision or hearing differences
•    Physical difficulties that affect movement
•    Sensory processing needs (e.g., oversensitivity to noise, touch, or movement)
•    Medical or physical needs impacting access to learning

These needs may affect how a child explores the environment or participates in everyday routines.

 Efrosyni Soumelidis Simms, an Early Years Practitioner discusses how her setting works to promote inclusion with sensory and physical needs.  

Colleagues at Nursery in The Park share how they support children’s sensory and physical needs. 

• Is your setting ready for children? 

• Is there anything that could be enhanced?