Core Skills

What this means:
Skills used in daily routines at home and in the community.

Examples:

• self-care routines

• managing belongings

• meal preparation

• cleaning

• moving safely in the community

   

Language you might hear or use:

• “Let’s look at the steps together.”

• “What part do you want to start with?”

• “We can pause and come back to this.”

What this means:
These skills help children plan what to do, keep track of what is happening and notice when something needs to change.

They support learning, behaviour and emotions during activities by helping children guide their actions and attention.
 

Examples:

• following routines

• keeping track of the steps to complete a task

• starting and finishing tasks

• remembering instructions  (this could include: writing them down or drawings, etc)

• checking work or behaviour

• making changes when something is not working

   

Language you might hear or use:

• “What’s the plan?”

• “What comes next?”

• “Let’s check how that went.”

• “Is there anything we need to change?”

• “Do you want a list or a picture to help?”

What this means:
Functional communication includes the everyday ways children understand others and are understood. It supports sharing needs, wants, feelings and ideas, allowing children to participate, feel safe and connect with others.

Communication looks different for every child. It can include words, visuals, gestures or actions. All forms of communication are valid.

Examples:

• asking for what they need or want

• sharing feelings or ideas

• problem-solving with others

• starting interactions

• relationships

• moving through transitions and changes

Language you might hear or use:

• “I notice you’re showing me something.”

• “Thanks for telling me what you need.”

• “You can use words, pictures, or gestures. What works best for you right now?”

• “I’m wondering what you need right now.”

What this means:
Interoception is the sense that helps us notice what is happening inside the body. It helps children answer the question, “How do I feel right now?”

Body clues can include hunger, thirst, tiredness, the need to use the washroom, pain, temperature changes or feeling overwhelmed. These clues can also connect to emotions, like worry, frustration, calm or excitement.

Examples:

• noticing hunger, thirst, or tiredness

• noticing a fast heartbeat, tight chest, or upset stomach

• noticing when the body feels too hot, too cold, or uncomfortable

• connecting body clues to feelings (for example, “fast heart” can mean “nervous”)

• choosing an action that helps the body feel safe and comfortable (for example, drinking water, taking a break, breathing)

Language you might hear or use:

• “What is your body telling you?”

• “Does your body feel hungry, tired, or worried?”

• “I notice your hands are tight. What do you need?”

Play can be a space for connection between children and caregivers. Through shared play and activities, families can spend time together, build trust, and support learning and well-being. 

Examples:

• playing a game together

• building, drawing, or creating side by side

• joining a child’s pretend play

• spending time outdoors together

• sharing activities based on a child’s interests

Language you might hear or use:

• “I’d love to play with you.”

• “Show me how this works.”

• "Tell me about..."

• “What do you want to play together?”

What it means: 

Well-being and safety skills support physical, emotional and social health. These skills help children feel safe, set boundaries and take care of themselves.

Examples:

• understanding personal and online safety

• knowing who to go to for help

• managing stress with support

• learning about boundaries and consent

Language you might hear or use:

• “Who feels safe to talk to?”

• “It’s okay to ask for help.”

• “Your safety matters.”

• “We can pause if something doesn’t feel right.”

Visit the Mental Health Resources page for additional mental health and well-being resources.

What this means:
Advocacy supports children in sharing their needs, preferences and choices. These skills grow through practice and supportive relationships.

Examples:

• asking for help

• sharing what supports are helpful

• making choices

• taking part in decisions

Language you might hear or use:

• “What do you want people to know?”

• “What helps you most?”

• “Would you like help with this?”

• “We can practise saying that together.”

Visit the Advocacy page for additional resources on Advocacy.

What this means:
Calming and re-centring support children in managing emotions, thoughts and actions. Co-regulation means doing this with support from a trusted adult.

Examples:

• taking breaks

• using calming strategies

• following predictable routines

• receiving support during stress or change

Language you might hear or use:

• “I’m here with you.”

• “We can take a moment.”

• “Let’s slow this down together.”

• “We’ll figure this out.”