Supporting Communication Beyond Words in Early Learning Environments

By November, many Early Childhood Educators have a clear picture of how children communicate in the classroom. Some children are talking constantly. Others use very few words or none at all.

In busy group care settings where language demands are high, it can be hard to know how best to support children who communicate differently. This article focuses on communication beyond spoken words, why behaviour often shows up when communication is hard, and how educators already support communication every day, often more effectively than they realize.

Communication Is More Than Speech

Communication includes far more than spoken words.

Children communicate through:

• gestures

• facial expressions

• body movement

• sounds or vocalizations

• pointing, leading, or showing

• behaviour

  
  

Children communicate long before, and sometimes instead of, using words. When speech isn’t available yet, children use whatever tools they have to get their message across.

Important reminder: A lack of words does not mean a lack of understanding, intent, or desire to connect.

Recognizing communication in all its forms helps educators respond in ways that build trust and reduce frustration.

Why Frustration Often Shows Up First

When children struggle to communicate effectively, frustration often appears before clarity.

This frustration may show up as:

• crying or yelling

• pushing, grabbing, or hitting

• withdrawing from activities

• big emotional reactions that seem sudden

  
  

When words aren’t accessible, behaviour becomes the message.

Supporting communication, in any form, often reduces behaviour more effectively than correcting behaviour itself. When children feel understood, their need to escalate decreases.

How Educators Support Communication Every Day

ECEs are already doing powerful communication work every day!

Daily communication supports include:

• responding to gestures and attempts

• modelling simple, functional language

• pairing words with actions

• giving children time to respond

• acknowledging messages even when they’re unclear

  
  

These interactions show children that communication works. Over time, that understanding encourages more attempts, more engagement, and more connection, whether or not words are used yet.

Supporting Communication Without Pushing Speech

The goal of communication support is not to force words. It’s to support understanding and connection.

When children feel pressure to talk before they’re ready, frustration often increases. When children feel supported in how they already communicate, confidence and engagement grow.

Supporting communication may look like:

• accepting nonverbal communication as valid

• expanding on what children express, rather than correcting

• focusing on shared meaning instead of perfect output

• creating predictable routines that support understanding

These approaches benefit all children, not just those who use few words.

When to Ask Questions or Seek Support

It may be helpful to ask questions or seek additional support when:

• a child relies mostly on behaviour to communicate

• frustration is frequent or intense

• communication attempts don’t seem to be increasing over time

• educators feel unsure how to support participation

Asking questions early isn’t about pushing speech or labels. It’s about supporting access, connection, and understanding in ways that meet children where they are.

ECE observations are often the first step toward meaningful communication support.

Questions About Communication in Your Classroom?

If you’re supporting children who communicate differently and wondering how best to support them in a busy classroom, you don’t have to navigate that alone.

Have questions about communication in your classroom? Check out our monthly virtual Educator Training and bring your questions!

Allied Therapy

Supporting children, families, and the educators who care for them

Speech Therapy • Occupational Therapy • Behaviour Therapy

Nova Scotia