Childcare providers spend a tremendous amount of time with young children. They see how children communicate, play, learn, interact, respond to transitions, and handle the sights, sounds, and routines of a busy classroom. Because of that, childcare professionals are often among the first adults outside a child's family to notice developmental differences or recognize that a child may need additional support.
At AFO, we work with childcare providers across Oklahoma, and one message we try to reinforce is that you don't have to be an autism specialist to make your classroom more supportive and inclusive. Sometimes the most helpful strategies are also the simplest. Clear communication is a good place to start.
Young children may have difficulty understanding vague instructions, and this can be especially true for some autistic children. "Be good" does not tell a child what you want them to do. "Please keep your feet on the floor" does. "Clean everything up" can feel overwhelming. "Put the blocks in the blue bin" is much clearer.
Being specific removes guesswork. It is also important to remember that some autistic children need additional time to process spoken language. Adults sometimes become uncomfortable with silence. We ask a question, wait a second or two, and then ask it again, change the wording, add more explanation, or ask something else.
For a child who is still processing the original question, that can make things even harder. Give the child time. Transitions can also be difficult, especially when a child has to stop something they enjoy and move to a different activity. Childcare settings are full of transitions, from playtime to cleanup, classroom to playground, lunch to rest time, and one activity to another throughout the day.
Visual schedules, timers, countdown reminders, and simple first/then language can make those transitions more predictable. "Five more minutes of blocks, then we clean up for lunch" tells a child what is coming next. We also encourage childcare providers to look beyond behavior.
A child who cries during circle time may be overwhelmed by the noise. A child who refuses to enter the cafeteria may be reacting to smells. A child who pushes another child away may be trying to communicate that they need more personal space. A child who runs away from an activity may not understand what is expected.
Instead of immediately asking, "How do we stop this behavior?" try asking, "What might this child be communicating?" That shift in thinking can change the way adults respond. Creating a quiet or calm area in the classroom can also be helpful. It does not have to be an elaborate sensory room.
A quieter corner with comfortable seating, books, sensory tools, or headphones can give a child a place to regulate when the classroom becomes overwhelming. Never treat it as punishment. The goal is to give the child access to a space that helps them regroup and return when they are ready.
Communication is another area where flexibility matters. Not every autistic child communicates primarily through spoken language. A child may communicate through gestures, pictures, sign language, a communication device, body movement, facial expressions, spoken words, or a combination of methods. The goal should be successful communication, not requiring every child to communicate in exactly the same way.
Strong interests can also be a wonderful way to build connection. If a child loves dinosaurs, letters, vehicles, maps, animals, numbers, or a favorite character, you can use those interests in learning activities, art projects, books, songs, turn-taking, and transitions. Rather than seeing a child's strong interests only as something to redirect, consider how those interests can help the child participate.
And perhaps most importantly, partner with families. Parents and caregivers know their child. Ask what helps when their child becomes overwhelmed. Ask how the child communicates at home. Ask about sensory needs, favorite activities, routines, and what makes the child feel safe and comfortable. Those conversations can save everyone a great deal of trial and error.
Childcare providers are not responsible for diagnosing autism, but they do play an important role. They can observe, document, support, communicate respectfully with families, and create environments where children have a better chance to participate and thrive. The way those conversations happen matters too.
It is more helpful to say, "I've noticed that Jordan often covers his ears and becomes upset when the room gets loud," than to assume what may or may not be happening. Focus on what you are seeing and what may help. AFO's Children & Youth Program provides autism education and practical resources for childcare professionals, families, and other adults who support children.
Our childcare training covers topics such as communication, sensory needs, behavior, inclusion, and practical classroom strategies. We also offer education for parents and caregivers on early identification, diagnosis, the IEP process, neurodiversity, and statewide resources. When the adults surrounding a child understand autism and respond thoughtfully to differences, children have more opportunities to learn, communicate, participate, and belong.
If your childcare center, early childhood program, or organization is interested in autism training, use the links below to explore our trainings and inquire about scheduling yours today.