A strengths-based approach

Using an approach which considers each child’s strengths, differences, interests and needs creates a much richer description of a child’s development than a “deficit” based approach, supporting Early Years practitioners to offer additional or differentiated support in a celebratory way which centres the child in their own learning journey.

Focusing on the child’s areas of strength and interest provides opportunities for development through affirming and enjoyable experiences. Information on interests, abilities and learning styles can be gathered directly from children themselves, and by eliciting the views of those who know them well such as parents and key members of staff.

The Middletown EYFS Support Tool can be used collaboratively between the home and Early Years setting to provide guidance for supporting the child on their unique learning pathway.

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Use of effective pedagogies

How children learn is as important as what children learn.

By taking a neurodiversity-affirming approach to Early Years education, practitioners can ensure that children are working towards goals and targets which are:

• Meaningful – The goals need to hold meaning and purpose for the child.
• Suitable – Goals and targets set should match the individual needs of the child.
• Engaging – The child experience enjoyment when engaging with tasks.
• Flexible – It is important to be adaptable and flexible when planning goals.

This can best be achieved through a playful, child-led approach which centres the holistic needs of the child rather than focusing on areas to be “fixed”.

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A play-rich approach

One of the most important goals for a child in Early Years is simply to play. Play is how children explore and engage with the world around them, developing skills and capabilities that will support them throughout their lifespan. Through self-directed play, children gain many things, including joy, learning, and engagement (Bryce-Clegg, 2022). Self-directed play refers to play that is initiated, chosen, and maintained by the child. It is important because it enables children time to follow their own instincts, ideas and interests in their own way and for their own reasons (Play Radical).

Because children learn through play, practitioners tend to view it as something that needs an outcome or measure. This is particularly notable in the Early Years and the rise in play-based interventions, and becomes problematic when we try to “correct”  or “normalise” play through a neurotypical lens.

There is no right or optimal way to play. All children should be given the time and space to play in their own way, whether or not it makes sense to the adult observer. This resource explains how play may look for autistic children.