Supporting Children with Developmental Differences in Childcare Part 3

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

• explore unfamiliar environments

This is completely okay.

Children learn best when they feel:

• safe

• secure

• understood

• emotionally supported

Relationship-based practice is a key principle of effective early childhood intervention.

2. Create a safe and predictable environment

Some children need more time and flexibility to settle into childcare environments. Educators may need to adjust expectations about participation.

For example:

• If a child does not sit at mat time, that is okay

• If a child prefers to observe before joining in, that is okay

• If a child participates through movement rather than sitting still, that can still be meaningful engagement

The priority is that the child feels regulated and comfortable in the environment.

Children learn best within natural environments and everyday routines, including childcare settings.

3. Support participation rather than exclusion

When children find the environment challenging, families are sometimes asked to collect their child early or reduce attendance.

While this may occasionally be necessary, it should not be the first response.

Instead, educators should focus on supporting participation through environmental adjustments.

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Strategies may include:

• using the child’s interests to motivate engagement

• following the child’s lead during play

• providing visual supports and routines

• offering quieter spaces

• allowing flexible participation in group activities

4. Build a strengths-based child profile

Once a strong relationship is established, educators can develop a strengths-based child profile.

This profile may include:

Interests = What activities capture the child’s attention?

Strengths = What does the child enjoy or do well?

Communication style = How does the child communicate their needs?

Sensory preferences = What environments help the child feel calm?

Areas for development = Where might additional support help participation?

5. Talking with families about developmental concerns

Conversations with families about development should always be approached with sensitivity and respect.

Helpful strategies include:

• starting with strengths

• sharing observations rather than assumptions

• asking families what they notice at home

• exploring next steps together

Example:

"We've noticed how much Sam enjoys building and exploring with blocks. We've also seen that group activities can sometimes be challenging. We were wondering what you are noticing at home and whether it might be helpful to explore some additional supports together."

Questions educators can ask families

Some helpful questions when discussing development include:

• What does your child enjoy most at home?

• Are there situations your child finds challenging?

• What strategies work well for your child?

• Have you spoken with your GP or any therapists before?

• Would you like support exploring additional services?

These questions help create collaborative conversations with families.

6. Participation-based intervention planning

Participation-based practice focuses on helping children engage in everyday routines rather than only targeting isolated skills.

Educators can ask:

• What helps the child participate in this activity?

• How can we adapt the environment to support them?

• Are there ways the child can participate differently?

7. Capacity building

Rather than therapists taking over intervention, they support the people in the child’s everyday life.

This may involve therapists:

• modelling strategies with educators

• providing visual supports

• demonstrating regulation strategies

• coaching educators on practical supports

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8. Natural learning environments

Children learn best within everyday environments such as:

• childcare settings

• home environments

• playgrounds

• community settings

Embedding strategies within daily routines helps children practise skills in meaningful ways.

9. Make inclusion a whole-centre approach

Supporting children with additional needs should never sit with just one educator.

A whole-centre approach means:

• all educators understand the strategies being used

• routines are consistent across staff

• leadership teams support inclusive practices

• management oversees how families are supported

10. Access support through the Inclusion Support Program

Early childhood services can access support through the Inclusion Support Program (ISP). Services may work with inclusion agencies such as Innovative Solutions, who support centres to:

• develop inclusion plans

• adapt learning environments

• build educator capability

• implement inclusive strategies

More information:https://www.education.gov.au/inclusion-support-program

11. Apply for Inclusion Development Funding

Centres may apply for Inclusion Development Funding (IDF) to support children who require additional assistance to participate.

This funding may support:

• additional educators

• environmental adjustments

• inclusion strategies recommended by therapists

12. Connecting families with professional support

Childcare centres play an important role in linking families with professionals such as:

• speech pathologists

• occupational therapists

• developmental paediatricians

• psychologists

Families may also visit their GP, who can provide referrals and support access to Medicare therapy rebates through a Chronic Disease Management Plan.

13. Collaborating with therapists

Collaboration between educators and therapists can significantly improve outcomes for children.

Leadership teams can support this by:

• establishing communication with therapists

• sharing observations

• embedding strategies into daily routines

  
  

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14. The transdisciplinary approach

The guidelines recommend a transdisciplinary approach, where professionals work together rather than separately.

In this model:

• educators, therapists and families share knowledge

• strategies are used across environments

• goals are developed collaboratively

This helps ensure consistent and coordinated support for the child.