Age 4 to 6

Support for Following Instructions Especially Multi Step

Children struggling with verbal directions need visuals, chunks, and repetition.

What helps

• Give one instruction at a time. “Coat on.” Pause. “Line up.”
• Break tasks into clear steps using First, Then, Next cards.
• Use visual checklists and picture sequences.
• Use keywords rather than long sentences such as “Maths book. Page 12. Number 1.”
• Ask the child to repeat back: “What do you need to do first?”
• Demonstrate the instruction whenever possible.

Why it works

Reduces working memory load and supports weaker auditory processing.

 

Help the Child Maintain Attention During Structured Tasks

Children may appear inattentive because they are overwhelmed by the verbal load, not because they are uninterested.

Universal strategies

• Seat near the teacher or near fewer distractions.
• Reduce visual clutter around the workspace.
• Use short, timed bursts of work such as 3 minutes working followed by 1 minute break.
• Use start up cues such as “Eyes on me.” “Ready hands.” “Listening ears.”

Provide movement breaks

• Use fidget tools, wobble cushions, chair bands, or quiet sensory activities to support regulation.

 

Support Auditory Processing

These children often hear but struggle to process language quickly.

What helps

• Slow your speech slightly.
• Pause between ideas.
• Rephrase instead of repeating louder.
• Accompany speech with pictures, gestures, or objects.
• Provide written prompts such as mini whiteboards or vocabulary cards.

Check understanding with

• “Tell me what you’re going to do.”
• “Show me on your fingers what the steps are.”

 

Help the Child Filter Out Distractions

Noise, chatter, or movement can easily overwhelm sensory processing.

Strategies

• Provide quiet learning spaces or a workstation divider.
• Position away from high traffic areas.
• Use noise reducing ear defenders when needed.
• Use visual routines to reduce verbal instructions.
• Keep background noise low during explanations.

Why it helps

Children with sensory filtering difficulties need help limiting the amount of input reaching their brain.

 

Maintain Focus on Non Preferred or Adult Led Tasks

These tasks demand more effort and sustained attention.

What helps

• Use visual timers such as “Work until the sand runs out.”
• Break work into smaller chunks.
• Provide clear start and end points.
• Build in choices to increase motivation.
• Alternate preferred task, non preferred task, preferred task.

 

Support Turn Taking and Listening Before Responding

Impulsive responses often come from difficulty processing incoming language.

Strategies

• Use talk tokens such as holding a stick to show whose turn it is.
• Pair the child with a strong language model.
• Play turn taking games such as Guess Who or simple board games.
• Use visual prompts such as My turn and Your turn cards.
• Practise waiting with predictable routines such as “When I ring the bell, it’s your turn.”

 

Support Joint Attention and Responding to Name

Joint attention develops through structure and clear cues.

What helps

• Say the child’s name first, then speak. “Sam, hands on table.”
• Move physically closer before giving instructions.
• Use visual or tactile prompts such as tapping the desk or pointing to the instruction.
• Provide eye gaze prompts such as “Look at the board.”
• Call the child’s name once before stepping closer.

 

Support Sustained Attention and Task Completion

Children may begin tasks but drift away without support.

Use

• Checklists such as “1 Write name 2 Do question 1 3 Show teacher.”
• Visual timers.
• Mini goals with rewards such as “Finish these 3 questions, then sticker.”
• Adult verbal prompts such as “What are you working on?” “Tell me your next step.” “How many left?”

Use consistent routines

Children follow through better when structure is predictable.

 

Help the Child Stay Regulated in Circle Time or Story Time

Sitting still for long periods can be challenging.

Strategies

• Provide movement spots, wobble cushions, or fidget resources.
• Sit the child near the adult or at the edge of the group.
• Keep whole class listening segments short.
• Use visuals such as story maps, props, or pictures.
• Re engage with simple questions such as “Point to the dog.” “Who is this?”

 

Help the Child Stay on Task Throughout the Day

This child needs predictable support across activities.

Use

• Visual schedules.
• Now, Next, Then boards.
• Clear routines for transitions.
• Consistent classroom language.
• Planned movement breaks.
• Positive reinforcement for staying on task.
• Repeat instructions calmly and consistently.

 

High Impact Activities for Attention and Processing Skills

• Listen and draw games.
• Barrier games.
• Simon Says or Freeze Dance.
• Follow the route map tasks.
• Sorting games to build sustained focus.
• Short listening challenges such as “Clap when you hear the word moon.”
• Story sequencing activities.

These activities build attention, auditory processing, working memory, and listening behaviour.