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Kindergarten Checklist

Tick what is already in place. Filled out together with kindergarten, parents, and the vision pedagogy specialist.

About the kindergarten

Kindergarten

Date

Physical environment

The child has a fixed spot in the cloakroom

The spot is clearly marked visually and, if relevant, tactilely

Walking paths are kept clear

Furniture is not moved without preparing the child

Doors are consistently either fully open or fully closed

Stairs and changes in level have clear contrast

Loose rugs and other tripping hazards are removed

Important areas have recognisable features

The child is allowed to orient themselves in the room when it’s calm

The outdoor area has been assessed for risk and accessibility

Light

The work area has even lighting

The child does not sit facing strong window light

The adult’s face is well lit

Reflections from shiny surfaces are reduced

Light can be adjusted

The child’s response to light is documented

Extra task lighting is used when it has a documented effect

Meals

The plate and placemat have clear contrast

Food is presented with contrast where possible

There are few objects around the plate

The child is told where the food and cutlery are

The adult uses the same orientation system every time

The child is given enough time

Motor support has been clarified with an occupational/physiotherapist

Circle time

The child sits at a suitable distance

The child has a stable body position

Materials are presented within the child’s best visual field

One thing is presented at a time

Pictures have good contrast and few details

The adult describes what others see

The child is given time before a response is expected

The activity has multisensory elements

Circle time is short enough for the child to stay actively involved

Play

Toys are kept in fixed places

Play materials are organised into clear categories

Few toys are offered at a time

Toys are presented against a contrasting background

The child is allowed to explore with sight, touch, sound, and movement

The adult supports contact with other children

The child is allowed to take part in play at a level they can manage

Staff describe actions without taking over

Toys and activities are assessed based on the child’s motor capacity

Communication

Adults say the child’s name before giving information

Adults say who they are when approaching

Language is concrete and predictable

The child is given one instruction at a time

The child is given sufficient response time

The same terms are used at home and in kindergarten

Pictures, signs, or symbols are visibly available

Alternative communication methods have been tried when needed

The child’s refusal, gaze aversion, and tiredness are respected

Transitions

The child is notified before an activity ends

The next activity is shown with a concrete object, symbol, or word

Transitions follow a fixed sequence

The child is given extra time

A familiar adult accompanies when needed

Noise and crowding are reduced

Changes to the plan are explained in an accessible way

Organisation

One person is responsible for the vision measures

All staff know the child’s key adaptation needs

Substitute staff receive a brief overview of measures

The measures are written into the pedagogical plans

Staff record effect, not just implementation

The kindergarten holds regular meetings with parents

The vision pedagogy specialist, PPT, and habilitation services are invited when needed

Measures are evaluated at least every 6–8 weeks during the start-up phase

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Statped (the Norwegian support service) recommends planning before starting kindergarten, adapting the physical and pedagogical environment, and close collaboration around the child.

Checklist prepared by Lærse — laerse.com · 66 items

Lærse

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