Early years
I choose: play and communication board
Offer picture-supported ways for a child to choose a play activity, express a simple preference or request familiar help. The adult prompts invite pointing, showing or saying a word. Use the board during shared play.
Point to a play choice and show or say what you want. An adult introduces the picture board.
Read the complete materialRead the material
Offer picture-supported ways for a child to choose a play activity, express a simple preference or request familiar help. The adult prompts invite pointing, showing or saying a word. Use the board during shared play.
Complete resource. Use the preview for diagrams and layout.
Page 1
sand water painting building blocks books home corner playdough outdoors drawing puzzles music small world point say I want ADULT READS Point to what you want to do. Show me, or tell me. Visual choice and communication board · Play Studio Page 1 of 2 CHOOSING AGES 3 TO 6 PLACES TO PLAY I choose put a card here
Page 2
point say or show ADULT READS Point to the picture that says what you mean. I will say the word too. yes no help more stop finished toilet drink I like I do not like happy sad Visual choice and communication board · Play Studio Page 2 of 2 TALKING AGES 3 TO 6 CORE WORDS My words
A teaching sequence
Provide a visual prompt for a child to make a choice, express a basic message or indicate a preference using the communication method that works for them.
Point to a play choice and show or say what you want. An adult introduces the picture board.
Read the complete materialOffer a play choice
Offer the play-choice page and invite the child to point, show or say what they would like to do. Give time for the child to respond without repeating or changing the choice too quickly.
Has the child had time to point, show or say their choice?
Honour words and preferences
Use the second page to model words such as yes, no, help, more, stop or finished in a real interaction. Notice and honour the child’s preferences, including “I do not like”, and follow their established way of communicating feelings or needs.
What does stop, finished or I do not like communicate in this interaction?
Review the board together
Review the board with the child and family or communication team, replacing pictures or words that are unclear or irrelevant.
Which picture or word is unclear for the child's usual communication?
Before you teach
Look for the thinking behind an answer, choose the support your class needs and leave room for an independent response.
What to look for
Check whether the child can find and use the intended symbols, whether adults respond consistently, and whether choices remain genuine. Observe communication across the interaction rather than scoring how many symbols the child uses. Allow time and avoid prompting repeatedly.
Give a little support
Use the child’s familiar symbols, objects or photographs, reduce the number of choices if needed and place options where the child can reach them. Accept gaze, gesture, signs, speech or another agreed communication method.
Take the idea further
Invite the child to choose between two activities, request a change or combine a choice with a familiar word or gesture. Adults can model language naturally without requiring the child to repeat it.
Things to keep in mind
This two-page board is a prompt, not a complete communication system or a substitute for a child’s usual AAC or communication plan. Review symbols, wording and access with the child and relevant family or communication professionals.
Keep the idea. Make it yours.
Bring your topic, learning goal and class context to PLAI™, then review what you create.
Ideas for using this resource
Sample teaching perspectives on what to try, what to adapt and what to watch for.
Meet The Creators
Meet the creators whose teaching interests connect with this template. Find an approach to try with your class.
Rohani Binte Ismail
I support several early years groups during the afternoon, so I need routines that help me stay attentive as I move between rooms.
Meet the creatorNarumon Sirithanawat
Families need clear information about the process and a chance to ask questions, while children benefit from adults who keep the focus on their needs.
Meet the creatorYupin Tha-ngam
I can contribute observations and practical ideas, while the teacher brings the wider context and decides what belongs in the plan.
Meet the creatorAchara Wisetsombat
I work with families and classroom teams on practical inclusion plans that say what adults will try, what they will notice and when they will review the response.
Meet the creatorTruong Thi Anh Nguyet
I pay attention to the small actions that help children develop control and confidence, including the movements involved in early mark-making.
Meet the creatorPham Thi Diem My
I look for ways to describe what happened, identify what remains uncertain and think about what further observation might help.
Meet the creator
Tomasz Wieczorek
I support Polish-language family communication through short, natural explanations, checking translated wording with a fluent speaker and someone who knows the family so meaning and tone remain clear.
Meet the creator
Nadia Haddad
I work as an early years practitioner and help communicate with families who are more comfortable in Arabic or French.
Meet the creator
After the Bell
The two-page communication board for ages 3 to 6 offers play choices such as sand, books, music and outdoors, then core messages including yes, no, help, more, stop, finished, toilet and drink. A child may point, show or say what they mean.
Helpful Highlighter
The repeated point, say or show directions make communication available through more than speech. The adult is invited to say the word too, supporting shared meaning rather than testing the child.
Spare Pencil
Keep the relevant choices visible and respond consistently when a child selects help, stop or a basic need. Accept the child's usual communication method and allow time to point or show.
Reread Reminder
The board is a prompt and cannot replace an individual communication system or guarantee that every need is represented. Adapt symbols and vocabulary with the child and their support team.