How visual timelines can support children’s learning
How Visual Timelines Can Support Children's Learning
Visual timelines can support children’s learning because they:
- are stable over time,
- are relevant and meaningful to the child,
- attract and hold attention,
- may use a strong learning modality, i.e., a child who is a visual learner,
- reduce anxiety,
- make concepts more concrete, e.g., before, after, morning, afternoon, first, next,
- can be used as prompts,
- model what is important in a task,
- communicate things that cannot otherwise be understood,
- help individuals cope with and prepare for changes,
- increase independence,
- can be individualized,
- help a child’s sequencing understanding and skills,
- have a left-to-right orientation that reflects reading strategies,
- encourage children to ‘read’,
- help them learn the written words relevant to their day.
How can a visual timeline help a child’s thinking skills?
Visual timelines can be used to help bridge the gap between what is a real, visible object and what is more abstract and less obvious. For example:
- It could help to make other people’s thoughts, feelings, and intentions more concrete.
- It puts less of a demand on remembering and allows more resources for thinking about the task.
- It helps children identify the final ‘goal’ of the task where it might be hard for them to do this otherwise.
Top Tips
- If your visual timetable presents horizontally ALWAYS present timetables horizontally. This will encourage natural reading (left to right).
- ALWAYS use the same communication pictures and symbols across the whole school. That way, the children do not have to learn a ‘new language’.
- If the child is stressed or literal, use the NOW/NEXT card (also horizontally if your main timetable is horizontal) then post the session picture in a bag to show the child that the session has ended.
- Only present one day at a time. You may need to break the day down further if the child is anxious about a certain session.
- If you need to prepare for changes tomorrow, make another card to show them and talk about it rather than put it on the same timetable. Visual overload causes stress and anxiety and the child may need timings and a stop sign.
- If children find it difficult having visitors in to the nurture group, it is a good idea to have a visitor card as part of the timetable, and a photograph of them shown to the children before the visit.
- Most importantly, share your visual timetable success stories with your children’s parents and/or caregivers, and teach them how to use them at home if it is appropriate to do so.
This information is bought to you from the publication ‘Beyond the Boxall Profile’ If you’d like to learn more or purchase a copy please click the link below