Supporting Children with Developmental Differences in Childcare Part 1

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 differently from their peers.

When educators notice these differences, the way the centre responds can make a profound difference for both the child and their family.

The goal is not to rush to labels or diagnoses, but to create safe, inclusive environments where children feel secure and families feel respected and supported.

This approach aligns strongly with the National Best Practice Guidelines for Early Childhood Intervention, developed by Early Childhood Intervention Australia.

The guidelines emphasise:

• Family-centred practice

• Inclusion within everyday environments

• Strengths-based approaches

• Collaboration between families, educators and therapists

• Supporting participation in meaningful activities

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The Relationship, Emotional Regulation and Sensory Processing

15 April 2026, 6:00 – 7:00 pm AWSTVia Zoom

Educators can access the guidelines here:https://www.ecia.org.au/documents/item/1113

Signs educators may notice developmental differences

Early identification often begins with observations from educators who see the child across many situations throughout the day.

Some signs that may indicate a child could benefit from additional support include:

• difficulty joining group activities or play with peers

• limited communication or difficulty expressing needs

• strong reactions to sensory experiences such as noise, lights, or busy environments

• difficulty with transitions between activities

• challenges with emotional regulation

• repetitive play patterns or strong focus on specific interests

• difficulty following routines or participating in daily activities

Observing these signs does not mean a child has a diagnosis. However, they can be helpful indicators that a child may benefit from additional support, environmental adjustments or professional guidance.

15 Signs a Child May Benefit from Additional Developmental Support in Childcare

What early childhood educators may notice

Children develop at different rates and variation in development is normal. However, early childhood educators are often in a unique position to notice patterns in a child’s development across many situations throughout the day.

Observing these signs does not mean a child has a diagnosis, but it may indicate that a child could benefit from additional support, environmental adjustments or further developmental guidance.

Early identification helps ensure children receive support that enables them to participate confidently in everyday activities.

1. Limited communication

The child may:

• use fewer words than peers

• struggle to express needs or ideas

• rely on gestures or leading adults to objects

• become frustrated when trying to communicate

Communication differences may benefit from support from a speech pathologist.

2. Difficulty following instructions

The child may:

• struggle to follow simple directions

• require repeated prompts

• appear unsure about what to do during routines

This may reflect differences in language comprehension or processing.

3. Limited interest in interacting with peers

Some children may:

• prefer to play alone most of the time

• find it difficult to join group play

• struggle with turn-taking or sharing

Educators may notice the child prefers adult interaction or solitary play.

4. Difficulty with transitions

Transitions between activities can be challenging.

The child may:

• become upset when activities change

• resist moving from one activity to another

• need additional preparation or support during transitions

5. Strong reactions to sensory experiences

Some children may show strong reactions to sensory input such as:

• loud noises

• busy environments

• bright lights

• clothing textures

• food textures

These sensory responses can affect participation in classroom routines.

6. Difficulty regulating emotions

The child may:

• become overwhelmed easily

• have frequent emotional outbursts

• struggle to calm after becoming upset

Educators may notice the child requires additional support to regulate emotions.

7. Repetitive play patterns

The child may:

• repeat the same play activities frequently

• focus intensely on specific objects or toys

• line up or organise objects repeatedly

While repetition can be typical, persistent patterns may indicate differences in play development.

8. Limited imaginative or pretend play

Some children may:

• struggle to engage in pretend play

• prefer repetitive or functional play

• find it difficult to join imaginative play with peers

9. Difficulty maintaining attention

The child may:

• move quickly between activities

• struggle to stay engaged in group learning

• appear easily distracted

10. Delayed motor skills

Educators may observe challenges with:

• climbing or balancing

• running or jumping

• fine motor tasks such as drawing, cutting, or using utensils

Motor differences may benefit from occupational therapy support.

11. Difficulty participating in group activities

The child may:

• avoid group activities such as mat time

• struggle to sit or remain engaged

• participate differently from peers

Flexible participation strategies may help support engagement.

12. Uneven developmental profile

Some children show strong abilities in certain areas while experiencing challenges in others.

For example, a child may:

• have advanced knowledge or vocabulary but struggle socially

• complete puzzles or problem-solving tasks well but have difficulty communicating

• have strong memory skills but struggle with emotional regulation

• show strong interests in specific topics while finding group activities difficult

This pattern is sometimes called an uneven developmental profile. It can be a common feature in neurodivergent children and highlights the importance of using strengths to support areas of challenge.

13. Limited eye contact or social referencing

Some children may:

• avoid eye contact

• not look to adults for reassurance or guidance

• appear less aware of social cues

14. Strong preference for routine

Some children may become distressed when routines change or when unexpected events occur.

Predictability and preparation can be very important for these children.

15. Difficulty separating from parents

Some children may:

• experience prolonged distress during drop-off

• take longer to settle into the environment

• require additional support to feel safe with educators

What educators can do if they notice these signs

These are some common signs, not all of them, but these are frequently reflected by educators. If educators observe several of these signs consistently, look out for our next blog post on what to do next.