ABSTRACT
As an early-years teacher working in an environment with changing expectations of the Early Years Foundation Stage curriculum, it can be challenging to support children with special educational needs and/or disabilities. This chapter looks specifically at embedding Intensive Interaction in early-years settings, considering the Early Years Foundation Stages and Curriculum. It explores the relationship between 'playing to learn' and 'learning to play' for children with SEND. Intensive Interaction creates an opportunity to support levels of engagement by focusing on tuning in and understanding gestures, which supports children with SEND to integrate and participate. By embracing the strategies of Intensive Interaction as a team and understanding the rationale behind it, adults felt comfortable doing this knowing it was important. Applying techniques of Intensive Interaction felt intuitive as it fitted in with the principles of good EYFS practice and aligned with the school’s ethos.
