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A Note from the Team
A Note from the Team
We often think visuals aren't necessary or just support the classroom theme we have chosen. Or we stop using them after a few weeks because the children "get it" or "we've already taught this". We should always keep in mind that these children are preschoolers. Their sense of time isn't as mature as an average adult. What is actually a few days, may seem like a few weeks to a child in your class. Without a reminder, we adults often can't remember to pay our bills on time. We shouldn't expect children to remember perfectly either. As a matter of fact, we should plan as if we expect them NOT to remember because many children (with and without disabilities) struggle to remember the steps in an activity or process. Â
Visuals are a way to help. If a child forgets, he/she can return to the visual and use it to remember the process. This eases embarrassment, lessens anxiety, and keeps children more regulated. Less anxiety, less behaviors. Get with your team, print those visuals, and heat up that laminator! Let those things on your wall be useful, not just "decorations"!
~The ECSE Team
Step 1: Â Explore Different Visuals with Your Team
Step 1: Â Explore Different Visuals with Your Team
Work with your preschool team. The absolute best practice is all teachers and staff to use the same visuals and vocabulary. If this is done, children will be able to related to what any staff member, in any room or space in the program, will know and be able to relate to the visuals they see and the words they here. Once again, less confusion leads to less anxiety which leads to less adverse behavior.
Even if this is not possible, and you are working on your own, we have resources for you to print, laminate, and use. Check out challengingbehavior.org/resources/. Search the resource library. You can also go to https://headstartinclusion.org/tools-and-supports/classroom-visuals-and-supports/ for more options.
We have placed some of the most common visuals from the site at the bottom of this page under Implementation Resources. These are just examples!  You can choose other options. We just want to make it easy for you.  We will also be demonstrating to how to use some of these in other sections. You just sometimes have more time at the beginning of school to prepare them. If you're one of the lucky ones, you have a parent volunteer who can help!Â
Look for visuals such as:
daily schedules
class expectations
center markers
questions for adults to engage in center
choice time chart
center markers
center rules
helpers (rather than jobs - community of "want to help" each other not work)
etc. Â
Anticipate when children in the class struggle the most (moving between the centers, expectations within the centers, circle time behavior expectations). What visual could help them?
Step 2: Â Posting a Visual Schedule
Step 2: Â Posting a Visual Schedule
Visual schedules are a MUST for children. Can you imagine going through your day/week without a calendar or organizer?! The ESCE team would be lost! However, placing a schedule on the wall, in and of itself, is beneficial to NO ONE on a daily basis. The purpose of putting a schedule on your wall is to use the schedule. Â
Please consider these tips when placing your schedule:
Are the pictures and words simple? The children who need these the most can get lost in too many words or busy images.
Is it within the reach of the children? They are the ones who need it after all.
Can you manipulate it? Find some way to attach it, so that children can remove or turn over completed items in some way. By the end of the day, when they are tired, there is less visual distraction when they look at the schedule.
Refer to the schedule frequently. Going over it first thing in the morning and never using it again throughout the day isn't helpful for children.
Teach this routine until they get it. Then...let a daily helper take over this job. Teaching children to be independent is key (unless you want to follow them to college and career to guide them every day)!
We'll discuss more how to use your schedule appropriately in another section, but it is great to begin with year with the one you will be using!
Step 3: Posting Your Other Visuals
Step 3: Posting Your Other Visuals
Many of the same rules apply when posting other visuals. Visuals should:
Be at the eye level of the person using them, you want them to see and use them.
Be useful. At least for the most part. They are not just to be pretty or cover your walls.
Be minimal around your instruction area. Children who struggle with distractions benefit from minimal wall clutter. In circle time, they need to be able to focus on the item being used in instruction. A lot of clutter behind the teacher is VERY distracting. Consider using flip charts, board, etc. that can be removed/hidden when not in use.
Be colored appropriately for your children. If it is too bright and distracting for you, it probably is for your children. If you see there is a problem, consider softer colors.
Be large enough to see. Test it out yourself. Make sure it is large enough for all children to see.
Be visible. Seat children so they are looking at your visual, not at the back of a friend's head.
Be engaging. What are topics children like? Have you considered making some of your own visuals using the children's pictures? They LOVE this!
Minimalize distractions by placing activity items on a chart or flip board that can be hidden when not in use.
Place visuals at the eye level of the audience - mostly your children!
Step 4: Â Be Familiar with the Observation Checklist
Step 4: Â Be Familiar with the Observation Checklist
Review the checklist. Someone walking through or observing the class for visuals should be able to observe the items listed.
Visuals Checklist.pdfStep 5: Â Take Pictures or Schedule a Walk-Through
Step 5: Â Take Pictures or Schedule a Walk-Through
Take pictures of your different visuals and send them to your coach. Â
Step 6: Share and Discuss
Step 6: Share and Discuss
Set up a time to talk through your pictures or observation. Share why these visuals were the best choices for your children. If you need help finding a visual for a specific purpose, see if your coach can help you locate it.
Step 7: Complete the Visuals Assessment
Step 7: Complete the Visuals Assessment
Click on or scan the QR code and complete the assessment to receive credit for this module.
Family Connections
Family Connections
Copy of BackpackConnection_routines_visual-schedules.pdfEnglish
English
Copy of BackpackConnection_routines_visual-schedules_SP.pdfSpanish
Spanish
Implementation Materials
Implementation Materials
TTYC_Center_Signs.pptTransition-visual_cards.pdfTransition Visuals
Transition Visuals
greeting-board_en-sp.pdfGreetings
Greetings
FeelingFaces_cards_large_EN-Blank (1).pdfFeeling Faces
Feeling Faces
FeelingFaces_signin.pdfFeeling Faces Sign-In
Feeling Faces Sign-In
Expectations_EN-SP.pdfExpectations
Expectations
Smell-Blow.pdfSelf Regulating Breathing
Self Regulating Breathing
SocialEmotionalSkills_problem-solving-steps_poster.pdfProblem Solving
Problem Solving
Peer-Mediated-Skills.pdfPeer Mediated Skills
Peer Mediated Skills
TurtleTechnique_steps (1).pdfTurtle Technique
Turtle Technique
TTYC_MeduimSTOP.pptStop Signs
Stop Signs
TTYC_WashHandsVisual.pptWash Hands Sequence
Wash Hands Sequence
TTYC_PottyVisual.pptPotty Sequence
Potty Sequence
TTYC_ClassRules.pptClass Rules
Class Rules
TTYC_CircleRules (1).pptCircle Rules
Circle Rules
TTYC_Center_ChoiceBoard.pptCenter Choice Board for Morning Meeting
Center Choice Board for Morning Meeting
Visual Schedule.docxVisual Schedule
Visual Schedule
Relaxation-Thermometer_BLANK.pdfRelaxation Thermometer
Relaxation Thermometer
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