Supporting Different Processing & Learning Styles

Early Years settings can support different learning and processing styles by adopting a neurodiversity-affirming approach.

Neurodiversity-affirming means that the focus is on children’s strengths and interests, with practitioners supporting areas of need through child-led approaches.

Supports provided within the setting should be available to all, free of judgement, and focused on facilitating access to create a non-stigmatising, safe environment for neurodivergent learners.

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Identify Learning Style, Strengths and Needs

The MCA EYSF Tool considers each child’s strengths, differences, interests and needs and supports Early Years practitioners to offer additional or differentiated support in a celebratory way which centres the child in their own learning journey.

Employ Strengths-based approaches that focus on the child’s abilities, personal accomplishments, talents and preferences. 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. The MCA EYSF Tool should support this. In adopting a strengths-based approach it is important that all staff have high aspirations for all students.

It can be helpful to consider:

• What captures the child’s attention?

• Are there particular toys, topics, books or sensory experiences that help to keep the child engaged?

• When does the child demonstrate or express positive emotion, excitement, contentment, or a particular heightened focus of attention?

• Does the child frequently request particular activities or ask many questions about a subject of interest?

(Source: Autism Good Practice Guidance for Schools).

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All children often have unique ways of processing information. Most emergent neurodivergent children will focus deeply on specific interests (a concept known as monotropism) and may need extra time to process new instructions or ideas. Recognising and supporting these differences can help them succeed.

Top Tips for Supporting Different Processing Styles:

• Allow extra time: Give the child plenty of time to process information before expecting a response.
• Use clear, explicit instructions: Be direct and clear about what you expect, rather than assuming they will pick up on implied rules.
• Provide organisational supports: Visual schedules, prompts, and step-by-step instructions can help break down tasks.
• Use visual aids and cues: Visual supports can make it easier for children to understand and navigate their environment.

Listen to this podcast from Fergus Murray for more information on monotropism.

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Supporting different processing styles allows autistic children to learn at their own pace, while still engaging fully with their surroundings.