A strengths-based and neuro-affirming approach for early childhood educators 1. Start with relationships and trust Before conversations about development take place, it is essential that childcare teams focus on building strong relationships with both the child and their family. Children who experience developmental differences may need more time to feel safe in new environments. They may take longer to: trust new adults engage in group activities separate from parents explor

A strengths-based and neuro-affirming approach for early childhood educators Early childhood educators play a critical role in identifying and supporting children who may be experiencing developmental differences. Educators spend many hours observing children across different environments: group activities, play, transitions, mealtimes and social interactions. Because of this, they are often the first people to notice when a child may be developing differently from their peer

A strengths-based and neuro-affirming approach for early childhood educators Early Signs in Childcare Early childhood educators play a critical role in identifying and supporting children who may be experiencing developmental differences. Educators spend many hours observing children across different environments; group activities, play, transitions, mealtimes and social interactions. Because of this, they are often the first people to notice when a child may be developing di

Supporting behaviour in early learning settings can feel overwhelming, especially when big emotions, sensory overload, or unexpected challenges appear without warning. The newest National Guidelines for Best Practice in Early Childhood Intervention (2nd Edition, 2024) emphasise that children learn and participate best when they feel safe, supported, understood, and surrounded by consistent, responsive adults. At Autism Inclusive, we work with educators, therapists and familie