- Create displays and albums of photographs of the children and the activities they have participated in.
- Encourage children to take their own photographs within the setting.
- Ensure displays, equipment and resources are reflective of the children’s linguistic social and cultural backgrounds and those of the wider community, so there are items that are familiar to each child.
- Use dual language books, number rhymes and songs to encourage participation and switching between languages.
- Share observations and consult with parents on each child’s interests, dispositions, wellbeing and achievements, whatever they may be.
- Adapt the environment to support the needs of children with mobility, visual or hearing impairment.
- Plan the environment so that storage for coats, nappies, shoes and comforters are labelled with individual children’s photographs and names so children can access them independently.
- Provide an environment that is stable and familiar so children can find what they need, feel secure and be autonomous in their play.
- Plan personalised play that follows each child’s interests and possible lines of development.
- Ensure materials are easily accessible so all children have access to them and can make choices in their play.
- Provide mark making and collage materials that allow children to accurately represent their skin colour and hair type.
- Offer play experiences that are equally attractive to girls and boys and can be accessed by children with a disability in the best way they can.
