Give us feedback on our new website to help us improve it.
Services and organisations to support your child
The Bridge offer Saturday active play sessions and host the Mighty Acorns Baby Group for families of babies aged 0 to 2 with medical conditions or disabilities.
Find out more about activities at The Bridge
Resources for children aged 0 to 3
Spending time together with your child is good for their development and wellbeing. It is a chance to:
- spend quality time with your child
- see the world from their point of view
- find out more about their likes, dislikes, worries and frustrations
- give them guidance
Here are some resources that can help you spend time together:
Support with tasks
Watch the following videos:
Support to help others understand your child
Support with specific behaviours
Support with sensory processing
Sensory issues happen when a child finds it hard to process and respond to information from their senses.
Children who have sensory issues may try to avoid anything that triggers their senses, such as light, sound, touch, taste, or smell.
Sensory diets
Chewing gum or fidgeting are examples of how we provide the sensory input we need to stay focused and attentive.
For children with sensory processing issues, these needs are more intense. When they do not have the sensory support they need, it can impact their behaviour, ability to stay alert and organised.
Having a programme of sensory activities for a child during the day can help make sure they’re getting what their bodies need.
Sensory rooms
A sensory room can give mental and physical benefits to children with physical disabilities, developmental delays and sensory impairments.
Sensory circuits
Sensory circuits is a sensory motor skills programme that helps children become more organised and helps them be alert enough for the day's learning.
When setting up the symbols, make sure that:
- you place symbols next to the associated activity clearly and in order before your child starts the circuit
- you face the number up and the ‘finished’ sign towards the floor
- the first symbol your child sees is a chair associated with the shoes symbol
Sensory play activities
Sensory play includes any activity that stimulates a child's senses which includes touch, smell, taste, movement, balance, sight and hearing.
Sensory activities facilitate exploration and naturally encourage children to be more scientific while they play, create, investigate and explore.
Sensory issues with food
Eating is a sensory experience so it’s important to understand why children may have sensory issues with food.
Sensory issues with toileting
Toileting, like eating, is a sensory experience. Many children find that bathrooms and toilets are upsetting or scary.
They may find it hard to understand the sensations their body is experiencing and knowing how to react to them.
Understanding the sensory experiences a child has can help you support them to feel more relaxed, secure and comfortable.
Sensory needs with sleep
Quiet and dark environments can cause stress for children who need sensations to feel calm.
For children who are sensitive to senses, things like night clothes, bedding, nightlights and noise can cause stress.
Promoting positive behaviour
Talking Mats
For parents
Support with transitioning to primary school
Small Talk activity cards
Small Talk cards help develop children's communication skills through fun and games.
Small Talk cards can be used by parents and early years practitioners to promote language and communication skills amongst 2 to 5 year olds.
Green cards
Green cards help to encourage and develop taking turns, paying attention and listening skills.
Purple cards
Purple cards help to encourage and develop talking, taking turns, paying attention and listening skills.
Blue cards
Blue cards help to encourage and develop understanding, taking turns, paying attention and listening skills.
Red cards
Red cards help to encourage and develop understanding, taking turns, paying attention and listening skills.
Support through intensive interactions
Intensive interactions are when infants learn skills during their first year of life through natural playful interactions with parents or carers. When the parent or carer responds to things their child does, the child wants to do more.