Belonging Before Diagnosis: Why the First Transition into Early Childhood Education and Care Matters

For many children and families, Early Childhood Education and Care (ECEC) is the first significant transition away from the family home. It is an important milestone. Children have the opportunity to engage in learning, meet other children, explore new environments, build independence and begin developing confidence in relationships outside their family.

Done well, ECEC can provide an important foundation for belonging, participation, confidence, resilience and development. For families, however, handing their young child over to someone else’s care can also feel incredibly vulnerable.

Every parent wants to know:

Will my child be safe? Will they be understood? Will they be happy? Will someone notice what they need? Will they belong here?

For families of children with Autism, ADHD, Dyspraxia, communication differences, sensory differences or other neurodevelopmental differences, these questions can carry even greater weight. Importantly, many children will enter ECEC before anyone has formally recognised or diagnosed that they have a neurodiverse learning style.

And this is exactly why inclusive ECEC practice should not depend on a diagnosis.

A Child Does Not Need a Diagnosis to Get the Support They Need

A young child may arrive at an ECEC service without a diagnosis, without therapy involvement and sometimes without their family having a clear understanding yet that their child may be developing or learning differently.

The child may:

• communicate differently;

• need more movement;

• find noise or busy environments overwhelming;

• take longer to feel comfortable with unfamiliar adults;

• have difficulty moving between activities;

• prefer particular toys or activities;

• find group experiences difficult;

• need greater predictability;

• use behaviour to communicate distress, uncertainty or unmet needs; or

• simply need much more time to feel safe.

  
  

Good ECEC practice does not require educators to wait for a diagnosis before offering support.

Instead, a strong service will use a strengths-based, child-centred approach to understand what helps that child participate, regulate, communicate and experience a sense of belonging.

The focus becomes

What are this child’s strengths? What helps them feel safe and engaged? What makes participation easier? What can we adjust in the environment, routine or activity? How can we work alongside the family?

This approach aligns strongly with the National Best Practice Framework for Early Childhood Intervention, with its emphasis on strengths-based practice, family-centred support, inclusion, participation, collaboration and support within the everyday environments where children live, learn and play.

Start Before the Child’s First Day

For children with neurodiverse learning styles, a successful transition into ECEC often starts before they walk through the door.

One of the most useful things an ECEC service can do is develop a simple About Me profile with the child’s family before, or as soon as possible after, they commence.

This should not be a list of problems or behaviours.

It should be a strengths-based snapshot of:

Who is this child, and what helps them feel safe, understood and connected?

An About Me profile might include:

• the child’s strengths and interests;

• favourite people, toys, activities or topics;

• how the child communicates;

• how adults can best communicate with them;

• words, gestures, visuals, AAC or other communication approaches they use;

• what helps them feel calm and regulated;

• sensory preferences and things they may find overwhelming;

• familiar routines;

• comfort items;

• how they show adults they need help or a break;

• foods or activities they particularly enjoy;

• what helps with separation from family; and

• strategies the family already knows work well at home.

  
  

This gives educators something incredibly valuable from day one:

A way to connect with the child through what is already familiar, meaningful and enjoyable to them.

Build a Team Around the Child

Where a child already has Speech Pathology, Occupational Therapy, medical or other professional support, and with the family’s consent, it can be incredibly helpful to establish a team around the child early.

The aim is not to make ECEC clinical.

The aim is consistency.

Families, educators and professionals can share information about:

• how the child communicates;

• how adults communicate successfully with the child;

• their interests and strengths;

• what supports regulation;

• useful visual supports;

• successful transition strategies;

• how new activities are best introduced;

• sensory and movement preferences; and

• how everyone can respond consistently when the child is uncertain, overwhelmed or seeking support.

  
  

For children who are not yet connected with professionals, the ECEC service can play an important role in helping the family gradually build this team.

This reflects the National Best Practice Framework’s emphasis on family-centred practice, collaboration, natural environments and building the capability of the people who are naturally part of the child’s everyday life.

Help the Child Understand What Happens Here

Entering an ECEC environment is a completely new experience.

Some children can watch their peers and quickly work out the unwritten rules of the environment:

Where do I put my bag?

Where am I allowed to play?

What happens when everyone starts packing away?

When do we eat?

How do I know when an activity has finished?

What am I supposed to do next?

Children with neurodiverse learning styles may not automatically learn these expectations simply by observing and following their peers.

They may need adults to make the environment and routines much more explicit. This might include:

• visual schedules;

• photographs of important people and places;

• first–then information;

• showing as well as telling;

• consistent words and gestures;

• predictable routines;

• gradual introductions to unfamiliar spaces;

• an educator actively helping the child transition between activities; and

• lots of repetition over days and weeks.

  
  

This is not creating dependence.

It is making information accessible so the child can gradually understand their environment and develop greater confidence and independence within it.

The First Goal Is Safety, Connection and Belonging: Not Compliance

When a child first enters ECEC, particularly a child with neurodevelopmental differences, our first goal should not be:

Can they sit for group time?

Can they immediately separate from their parent?

Can they complete every activity?

Can they follow the routine exactly like everybody else?

The first goal should be:

Does this child feel safe here?

For some children, settling into a new environment happens relatively quickly. For others, particularly children with Autism, ADHD, sensory differences, communication differences or other neurodiverse learning styles, becoming genuinely comfortable may take many weeks or sometimes longer.

And that is okay.

During this period, a child may need to:

• keep their comfort object;

• remain close to a familiar educator;

• observe rather than participate;

• repeatedly access a favourite play activity;

• move away from noisy or busy spaces;

• use their preferred communication system;

• move their body when they need to;

• spend less time in large groups; or

• participate in routines differently from their peers.

These are not exceptions to learning.

They are often the supports that make learning possible.

Will They Feel Safe and Happy Enough to Come Back Tomorrow?

In the early days, one of the most useful measures of success may simply be:

Did this child feel safe and happy enough that coming back tomorrow is possible?

That may mean the child spent much of the first few days:

• playing with one favourite activity;

• staying close to one educator;

• carrying a comfort object;

• moving around the environment;

• observing other children;

• avoiding group activities; or

• returning repeatedly to the same familiar play experience.

  
  

That is okay.

The first priority is building trust, safety and positive associations with the ECEC environment. When a child feels safe, they are more likely to come back the next day with a little more confidence.

Then again the next day.

Over time, relationships strengthen. The environment becomes more predictable. And the child can begin to explore, participate and learn more independently. For some children this happens quickly. For others it may take many weeks or a full term. The important thing is not to rush the child simply because their peers appear to have settled more quickly.

Safety and connection come before expectations

A child who feels safe can begin to explore.

A child who feels understood can begin to communicate.

A child who understands what is happening can begin to participate.

And a child who experiences ECEC as a place where they are welcomed, supported and valued is much more likely to develop the confidence to keep coming back.

Regulation Comes Before Learning

We cannot expect a distressed child to demonstrate their true developmental abilities. If most of a child’s energy is being used to cope with unfamiliar people, sensory input, separation, unpredictable routines or communication demands, we are unlikely to see their full capacity for learning, play, interaction and independence.

Once children begin to feel secure, educators often start to see more:

Their play expands.

Their communication becomes clearer.

Their interests emerge.

They begin connecting with trusted adults.

They explore more independently.

Their strengths become easier to see.

This is why observations during a child’s first few days or weeks need to be interpreted carefully. Those observations may tell us much more about how the child is coping with transition than about their developmental capability.

Give Children Time to Show You Who They Are

For some neurodivergent children, it may take a full term or longer before educators see a reliable picture of how they learn, communicate, regulate and participate.

Over time, educators can begin to understand:

• what the child enjoys;

• how they communicate;

• what supports regulation;

• which environments help them participate;

• what makes participation more difficult;

• what they can do independently;

• where some additional support may help; and

• which adaptations make the greatest difference.

  
  

This creates a much clearer picture of the child’s strengths and individual support needs.

From here, educators can start making thoughtful adjustments that allow the child to meaningfully access everyday ECEC experiences and the Early Years Learning Framework.

Families Need to Feel Safe Too

Successful inclusion is not only about the child. Families need to feel welcome, respected and supported. For some parents, there may already be a quiet concern that their child is developing differently from other children their age. Others may not yet have noticed any developmental differences. Either way, the relationship the ECEC service establishes with that family from the beginning is incredibly important.

Families should hear:

“We want your child here.”

“We are getting to know what helps them feel comfortable and engaged.”

“Tell us what works well at home.”

“We can work through this together.”

These messages build trust.

And trust gives families the confidence to share concerns, ask questions and explore further support when appropriate.

The Disability Standards for Education and ECEC

From 1 August 2026, the Disability Standards for Education were expanded to apply to many Early Childhood Education and Care services.

This is an important development for inclusion within ECEC.

Children with disability have the right to access and participate on the same basis as other children, and services need to consider reasonable adjustments that may support their participation.

For ECEC services, this reinforces an important principle:

Rather than asking the child to change so that they fit the environment, we should also consider what can be changed in the environment so the child can participate.

That might include adjustments to:

• routines;

• communication;

• physical environments;

• sensory demands;

• group experiences;

• transitions;

• learning activities; or

• expectations.

  
  

It also reinforces the importance of consulting with families and working collaboratively around the child’s individual strengths and support needs. The Disability Standards sit alongside the broader responsibilities of services under disability discrimination legislation and strongly complement the inclusive, rights-based and participation-focused approach of the National Best Practice Framework for Early Childhood Intervention.

ECEC Can Play an Important Role in Early Identification

ECEC educators spend significant time observing children in natural social, communication, motor, play and learning environments. This places them in a unique position to notice when a child may benefit from additional support.

ECEC’s role is not to diagnose.

Rather, strong ECEC services will have processes in place to:

• observe the child over time;

• document strengths and areas where additional support may help;

• talk with families respectfully and sensitively;

• ask what families are seeing at home;

• make practical adjustments within the ECEC environment;

• help families identify appropriate local professionals; and

• continue supporting the child while the family explores further assessment or intervention.

  
  

Depending on the child and family, that might include connection with:

• a GP;

• Child Development Service;

• Speech Pathologist;

• Occupational Therapist;

• Psychologist;

• Paediatrician;

• child health services; or

• another Early Childhood Intervention provider.

  
  

These professionals can then support the family to consider whether further developmental or diagnostic assessment may be useful and what additional supports might benefit the child.

Referral Should Not Mean Handing the Child Over

Importantly, when an ECEC service refers a child or family to another professional, the ECEC service remains part of the team. The strongest outcomes often occur when families, educators, allied health practitioners and medical professionals continue to work together. With family consent, professionals can gain valuable information from educators about how the child participates within everyday routines.

In turn, professionals can help educators identify practical strategies that can be embedded within the ECEC setting. Collaboration might include:

• sharing observations;

• identifying common goals;

• trialling environmental adaptations;

• using consistent communication supports;

• supporting sensory and emotional regulation;

• adapting routines and learning experiences;

• monitoring progress; and

• reviewing what is helping the child participate successfully.

  
  

The aim is a team around the child, not a collection of disconnected services.

Support and Assessment Can Happen Together

One of the most important messages for ECEC services is:

A child does not need to wait for a diagnosis to receive the support they need.

Support can begin immediately.

At the same time, where developmental differences are becoming clearer, the ECEC service can help the family connect with professionals who may support them through developmental assessment, diagnosis and Early Childhood Intervention pathways. These two things can happen together. The child can be supported to participate successfully in ECEC while their family is being supported to better understand their development. The ECEC service can remain a safe, familiar and consistent part of that journey.

That continuity matters.

Good Inclusive Practice Needs Good Processes

Inclusive practice should not depend on whether one individual educator happens to have previous experience with Autism, ADHD, Dyspraxia or another neurodevelopmental difference. Good services need processes that make inclusion part of how the whole organisation operates.

This includes clear processes for:

• welcoming every child and family;

• developing an About Me profile;

• supporting gradual transitions;

• identifying strengths and support needs;

• documenting observations;

• making environmental and learning adaptations;

• communicating sensitively with families;

• identifying when professional input may be helpful;

• connecting families with local services;

• gaining consent for information sharing;

• collaborating with allied health and medical professionals;

• creating a team around the child; and

• reviewing supports over time.

  
  

When these processes are already in place, the conversation with families can become:

“We have noticed something.”

“We are supporting your child now.”

“We are listening to you.”

“And if additional support would be helpful, we can help you connect with the right people.”

That is what family-centred, inclusive Early Childhood Intervention can look like in everyday ECEC practice.

Inclusion Starts Before We Know the Diagnosis

We do not need to know exactly why a child learns, communicates or regulates differently before we start responding to what they need.

We can:

• recognise their strengths;

• share their interests;

• adapt environments;

• make communication more accessible;

• reduce unnecessary demands;

• provide predictability;

• support regulation;

• collaborate with families;

• connect with professionals where appropriate; and

• create a team around the child.

  
  

And throughout the process, every child and every family should continue to hear the same message:

You are welcome here.  

Coming in 2027: Practical Autism Inclusive Tools for ECEC Services

Throughout 2027, Autism Inclusive will be developing and sharing practical templates and resources to help ECEC services translate these principles into everyday practice.

Resources will support areas including:

• About Me profiles

• strengths-based developmental observations

• transition and settling plans

• family conversation guides

• early identification processes

• documenting strengths and support needs

• referral and local service pathways

• consent and information sharing

• allied health and ECEC collaboration

• team-around-the-child planning

• environmental and participation supports

• reasonable adjustment planning

• review and follow-up processes.

  
  

The aim is to make it easier for ECEC services to move from:

“We have noticed this child may need some additional support”

to:

“We understand their strengths, we are supporting them now, we are working alongside their family, and we know how to connect the family with the professionals who may be helpful.”

Autism Inclusive wants to support ECEC services to confidently remain part of the child and family’s journey; not only before a diagnosis, but alongside assessment, intervention and ongoing support.

Stay tuned throughout 2027 for the Autism Inclusive ECEC tools, templates and free professional learning resources.

National Best Practice Framework for Early Childhood Intervention

This approach aligns closely with the National Best Practice Framework for Early Childhood Intervention, which promotes rights-based, child-centred, family-centred, strengths-based and diversity-affirming practice.

The Framework emphasises:

• meaningful inclusion and participation;

• support within children’s everyday environments;

• building the capability of families and the people around the child;

• collaboration across services and disciplines;

• timely access to support;

• respect for family priorities and decision-making; and

• evidence-informed practice.

  
  

These principles provide a strong foundation for ECEC services seeking to create environments where children with all learning styles are understood, supported and able to participate, belong and thrive.

Further Learning: The Pyramid Model

The Pyramid Model for Promoting Social-Emotional Competence in Infants and Young Children provides a practical, evidence-based framework for supporting children’s relationships, emotional regulation, communication, participation and behaviour within early childhood settings.

It includes excellent free resources for ECEC educators and families on:

• building positive relationships with children and families;

• supporting routines and transitions;

• using visual supports;

• understanding and responding to children’s communication;

• creating predictable and supportive environments;

• social and emotional development;

• family engagement; and

• providing more individualised support when a child needs it.

Many of these resources complement the principles within Australia’s National Best Practice Framework for Early Childhood Intervention, particularly around family partnership, inclusion, participation and building the capability of the people around the child.

Explore the free Pyramid Model resources:National Center for Pyramid Model Innovations:  challengingbehavior.org