2.3 Describe different communication methods a playworker could use that is appropriate to a child’s individual needs or abilities

This guide will help you answer 2.3 Describe different communication methods a playworker could use that is appropriate to a child’s individual needs or abilities.

Children in play settings have different needs, abilities, and preferences. A playworker supports every child by choosing a communication method that works for them. This means thinking about the child’s age, development stage, abilities, and any specific needs such as speech delay or sensory processing issues. Communication in playwork should be positive, respectful, and effective. It should give the child a chance to express themselves, understand instructions, and feel included.

A method that works well for one child might be difficult for another. A playworker should be flexible, patient, and ready to adjust their approach in different situations. The aim is always to make the child feel understood and valued.

Verbal Communication

Verbal communication means using spoken words. Children often respond well to clear, simple language. Playworkers should choose words that match the child’s level of understanding. Tone of voice, pitch, and speed of speech can affect how the child receives the message. A calm and friendly tone encourages engagement. Pausing gives the child time to process what has been said.

Examples of good verbal communication with children include:

• Short, clear sentences
• Speaking slowly and clearly
• Using familiar words
• Repeating key points when needed
• Checking understanding by asking questions

For children with hearing impairments, verbal communication might be paired with lip reading or supported with hearing aids. In these cases, the playworker should face the child, speak at a steady pace, and avoid covering their mouth.

Non-verbal Communication

Non-verbal methods involve body language, facial expressions, gestures, and posture. These signals often say more than words. A smile can make a child feel welcome. A thumbs-up can show approval without speaking. Open body language, such as uncrossed arms, makes the playworker seem approachable.

Non-verbal communication is important when working with children who may struggle with speech or language. It supports understanding and adds meaning to spoken words.

Key aspects of non-verbal communication include:

• Eye contact (but not forcing it if the child is uncomfortable)
• Positive facial expressions
• Gestures to show direction or actions
• Nodding to show listening and agreement
• Appropriate touch, if permitted, to comfort or reassure

Some children may use non-verbal signals themselves, such as pointing or miming actions. A playworker should pay attention to these cues.

Visual Communication

Visual communication uses images, symbols, or physical objects. This can help children who process information better through sight rather than sound. Picture cards can show activities, rules, or routines. A visual timetable can help a child understand what will happen during a session.

Methods might include:

• Picture exchange communication systems (PECS)
• Illustrated storybooks
• Flashcards with words and images
• Symbols for safety signs
• Maps for layouts of play areas

Visual tools help children who have autism, speech delays, or are learning English as an additional language. They reduce confusion and make complex ideas easier to understand.

Written Communication

Written communication involves using text. This can work well for older children who can read, or for those developing literacy skills. Rules, task lists, or instructions can be written down. For younger children, writing might be combined with pictures to support understanding.

Ways to use written communication in playwork:

• Notes for reminders or schedules
• Labels on resources and equipment
• Signs for areas or activities
• Short messages in a communication book for parents and carers

The language should be simple and the print large enough for easy reading. Coloured text or backgrounds can help some children focus on the writing.

Sign Language

Sign language is a visual language using hand shapes, movements, and facial expressions. It is used by children who are deaf or have significant hearing loss. British Sign Language (BSL) is widely used in the UK. Some settings use Makaton, which combines signs, speech, and symbols.

A playworker trained in sign language can interact directly with a child who uses this method. Even learning a few basic signs for common words like “play”, “stop”, “help”, and “finished” can make a big difference. It shows the child that their primary communication method is respected.

Assistive Technology

Some children use devices that support communication. These might be speech-generating devices, tablets, or apps with text-to-speech functions. This is often part of an individual education plan or supported by speech and language therapists.

Playworkers can:

• Learn how the device works
• Give the child time to type or select words
• Use the device alongside other methods
• Keep the device charged and accessible

Technology should be treated as a normal part of communication rather than something unusual, so the child feels comfortable using it.

One-to-One Communication

Some children benefit from talking in a quieter, more private space rather than in a group. One-to-one communication can help children with anxiety, speech delays, or concentration difficulties. It gives time to respond without pressure.

In one-to-one settings, a playworker can:

• Listen without interrupting
• Speak at the child’s pace
• Use prompts or cues for responses
• Give clear feedback

This method builds trust and supports deeper interaction.

Group Communication

Group communication involves making sure messages reach all children in a shared space. This might mean gathering children together, using visual aids, and making instructions playful. The playworker should keep an eye on individual needs even in group settings.

Examples include:

• Storytelling with props
• Group games with clear instructions
• Demonstrations for activities
• Repeating main points for those who missed them

Group work can encourage social skills but may be harder for children who get distracted easily. Adapting methods is important.

Adapting to Cultural and Language Differences

Children in play settings may speak many different languages or come from varied cultural backgrounds. Respecting these differences means being aware of phrases, gestures, or symbols that may have different meanings in different cultures.

Communication methods include:

• Using a few key phrases in the child’s language
• Translating visual materials
• Asking parents or carers for advice on effective communication
• Avoiding slang that may confuse the child

Cultural awareness helps make the child feel included and respected.

Using Play to Communicate

Play itself can be a communication method. Playing together builds understanding without heavy reliance on spoken words. A playworker can use games, role play, and creative activities to connect with children.

Examples:

• Role play to explore feelings
• Building toys together to encourage cooperation
• Drawing or painting to share ideas
• Music and rhythm games for interaction

This method can be powerful for children with complex needs where traditional methods are less effective.

Observing and Responding to Cues

Some communication is about noticing what the child shows through behaviour. A playworker might see that a child withdraws when overwhelmed, or becomes more animated when interested. Picking up on these cues lets the playworker adjust the approach.

Observation includes:

• Watching body language
• Listening for changes in tone or pitch
• Noting repetitive actions or signs of distress
• Reacting appropriately to maintain trust

Involving Parents and Carers

Parents and carers often know the most effective ways to communicate with their child. A playworker should seek this guidance and follow it in the setting. Shared communication strategies keep the child’s experience consistent.

Methods include:

• Asking for a communication profile for the child
• Using agreed signals or words
• Sharing progress and observations
• Discussing any changes in behaviour or needs

Final Thoughts

Every child has the right to be heard and understood. A playworker’s role is to make communication possible in a way that meets each child’s individual needs and abilities. This means recognising that there is no single method that works for everyone. It is about finding the right way for each child.

Good communication strengthens relationships, supports learning, and builds confidence. By using a mix of methods and staying open to new approaches, a playworker can create a safe and inclusive space where every child can enjoy play and express themselves fully.