Choosing a setting
Choosing a setting for your young child is an important decision, especially if your child is blind or partially sighted. But what should you be looking for? What will help your child to settle more easily into the setting?
A setting that provides a supportive and stimulating environment for all children will be well on the way to providing what your child needs.
Here are some things that you may want to look for when you visit for the first time. And don't forget, lots of things that your child may want can be easily put in place if you and the setting are happy to work together.
Features of a good setting
A good setting is one where:
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the adults involve parents in their children's learning
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the adults in the setting use supportive, descriptive language and give clear explanations when they talk to children
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resources and materials are carefully chosen to take account of issues such as contrast, size, and information through touch
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resources match the needs and interests of the children and are organised to encourage the children's independence
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the environment has a consistent layout with clear routes and areas of learning (including access to toilets, coat pegs and trays) which are obvious to the children
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there are touch or sound cues to help the children know where they are (this might be something that needs to be added for a child with visual impairment)
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opportunities are given for children to be in small groups with a good adult/child ratio which encourages children to play together
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if the adult is leading, the child is clear on the purpose of the activity and when it starts and finishes
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the adults encourage the child to make their choice of activities, letting them know what is available in the setting both indoors and outdoors
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the adults allow the children extra time for exploration and to repeat experiences or activities if they want
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daily routines are consistent and predictable, are meaningful to the children and allow them to anticipate what is going to happen next
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there is clear planning for activities such as snack times and toiletting, which encourages the children's confidence and independence.
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You may also want to talk about this with a Qualified Teacher of Visually Impaired Children (QTVI). Sometimes, if they are working with you and your child in the home, they will be able to visit the setting with you. Part of their role is giving advice and support to any setting where there is a child with a sight problem.
If you are not in touch with a specialist teacher already, the RNIB Helpline (telephone: 0845 766 9999 or 020 7388 2525) will give you the name and contact details of someone in your area.
What does your child think?
Don't forget, your child may also have views on the setting they would like to be in! These are some of the things your child might want to say to the adults and children in their setting.
Please remember…
I would like to have the opportunity for the same experiences as everyone else, and for you to treat me like everyone else with the same expectations, but:
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I have to work harder on visual activities so I may get tired
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I may see less well in bright or dim light
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I may see less if I am worried or ill
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I may not see body language
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I may not see facial expressions.
Please help me by using…
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my name before giving me instructions
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the names of the other children so that I know who you are talking to
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curtains/blinds to control light from outside coming through the windows
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bright clear colours in resources and displays
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activities which use all the senses, such as touch and sound as well as vision.
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Please will you give me…
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posters/pictures/displays at my eye level that I can also touch
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individual demonstrations, such as actions for rhymes
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clear verbal instructions
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explanations for unexpected noises
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real objects to play with
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resources that are organised so that I can try activities on my own
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warning if routines are going to change in any way
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help to make friends.
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Please let me…
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tilt my head if it helps me to see better
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go as close to things as I need to (this will not damage my eyes)
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have extra time for activities
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sit close to you when you talk to the whole group
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hold objects and books myself
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have time to learn the layout of the inside and outside areas
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look at the story book first to know what it is about before you read it to the group
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let me touch/explore new things
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move before or after the rest of the group if this makes it easier for me to begin with or buddy with another child to move around with the group
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have my tray and peg at the beginning or end of a row, and mark it clearly with something I understand.