The educator demonstrates and explains how children can:

• use verbal and non-verbal communication strategies 
• adapt to different social contexts.

In most studies we found, this approach was usually combined with others; however, a small number of studies showed that it can be effective when used in isolation. The evidence suggests that using this approach can help children learn how social communication works.

Based on a limited amount of evidence, educators could consider:

• Delivering this approach in combination with other communication approaches (such as Teaching and Modelling Language)
• Teaching non-verbal communication strategies (such as facial expressions and eye contact).

This approach can also support children’s personal, social and emotional development. To find out how, review the evidence here.

The evidence does not tell us which individual practices are most effective. Educators should use their professional judgement to select practices which are likely to be appropriate in the context of their interactions.

In studies that reported a positive impact, educators used the following practices:

• Imitation: copying a sound, word or gesture used by a child to generate shared attentionEducators sensitively ​‘tune in’ and pay attention to what a child is focused on. 
• Naming and labelling: providing a name or label for an object, concept, action or skill – for example, a greeting, gesture or body language
• Explaining and showing: providing extra information to support children’s understanding – for example, by demonstrating or discussing body language, expressions or communication styles.

When we spoke with educators, they described using practices which were not explicitlyThe direct and intentional teaching of new words and their meanings. included in the evidence we found. Often, these were similar to those used in Teaching and Modelling Vocabulary and Teaching and Modelling Language. For example:

• Commenting: articulating an observation to highlight information – for example, drawing attention to how a child’s body language or facial expression might encourage or discourage social communication
• Using signs and gestures: using signs, gestures and other visual aids to support understanding.

Several studies focused specifically on the effect of this approach for autistic children and found a positive impact. 

Social and cultural factors can also influence how children communicate and interact. When preparing to deliver this approach, we encourage educators to think carefully about:

• children’s individual developmental stages
• the socio-cultural context in their setting and local area.

Visit Improving early education through high-quality interactions to learn more about strategies for developing shared attentionEducators sensitively ​‘tune in’ and pay attention to what a child is focused on. with children.