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Introduction to the early childhood approach
The early childhood approach is how we support children younger than 9 with delays in their development or disability. It helps children and their family’s get the right support when they need it.
The module is designed to provide Agency and partner staff with an understanding of the early childhood approach and how to consider the early childhood approach when supporting children younger than 9, and their family.
How to navigate this course
The early childhood approach
Early childhood supports and best practice
Access considerations for children younger than 9
Functional assessment and screening tools
A family perspecitve
Quiz
Additional Resources
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Lesson 1 of 8 How to navigate this course
First things first
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CONTINUE
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Lesson 2 of 8 The early childhood approach
The NDIS early childhood approach is how we support children younger than 9 with
delays in their development or with disability.
The early childhood approach supports families and carers to access the right
supports at the right time, so their child can learn and develop to their full potential.
Click on the image to find out more about the early childhood approach:
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It is based on early childhood best practice principles.
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It recognises that every child regardless of their needs has the right to participate fully in their family and community life and to have the same choices, opportunities and experiences as other children their age.
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It recognises that a child’s early years are very important as they set up how they will learn and develop later in life.
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It provides early connections and early supports through early childhood partners.
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It recognises the rights of the child and the important role families play in supporting children to learn and develop.
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It aims to ensure that children and their families or carers can access supports regardless of whether their child meets the NDIS eligibility requirements.
Family is at the centre
The early childhood approach recognises the very important role families play in
supporting children to learn and develop. It supports families to build connections
with informal supports as well as community and mainstream support.
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Diagram of a donut shape representing the circle of supports around a child and family. Circle in the middle is the family and child. Sitting at the bottom of the donut is a section title the NDIS early childhood approach, this is in a dark purple colour. To the left going clockwise around the donut are other sections in the same lighter green colour:
Community. Playgroup, reading time, toy library.
Family and friends.
Education. Pre-school, childcare.
Health. Hospital, child health, community health.
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CONTINUE
How we work with young children and their families.
When a family has concerns about their child’s development their first point of
contact is usually their health or education professional. For example, their doctor,
early childhood educator or child health nurse. They may suggest connecting with an
early childhood partner who will support the family connect to the right supports and
services for their child’s individual needs.
Flowchart running from left to right. First box states: Getting started. If a family have concerns about their child’s development they can speak to their health or education professional. Arrow then connects this box to the next box which states: Early connections. The family can connect with an early childhood partner for: Services and supports in the community, information, other families. This leads to a smaller box which states: If required. Two arrows from this box lead to two new boxes. The first states: Early supports. For children younger than 6 with
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developmental concerns. The second states: Apply to the NDIS. If a child has developmental delay or disability. NDIS plan if eligible. An arrow also connects the second last box with the last box and includes the words: if required.
What happens in early connections
The early childhood partner will work with a child’s family to determine how the child
and family can best be supported and they will help them connect to support. This is
done in PACE using the community connections case. This might include connecting
to: mainstream and community supports, practical information about a child’s
development, families with similar experiences, early supports or applying for the
NDIS.
Mainstream and community supports
For example:
early childhood education, schools, health and family support services.
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Children playing with musical instruments with teacher supervising
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Mother looking at laptop with infant on her lap
Practical information about a child’s development
For example:
practical advice on typical child development in areas such as play, communication and behaviour.
helpful strategies that could be used in a child’s daily routine.
Families with similar experiences
For example:
peer support networks and services.
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group sessions such as information sessions and workshops where families may connect with one another.
Adults and children linking hands while standing in a line.
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Professional talking to family with young child
Early supports
Early supports are available to children younger than 6 with developmental concerns and their
families. Support:
is delivered by the early childhood partner through individual and group sessions for up to 12 months.
is designed to build capacity in families, carers and children to promote everyday learning through a goal focused approach which addresses specific concerns about a child’s development.
includes sharing strategies with families and carers so they can best support their child build skills.
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If a child is eligible for early supports, an early childhood partner will open an early
supports case in PACE.
Apply for the NDIS
Where a family is considering applying for the NDIS for their child the
early childhood partner will:
provide them with information about the eligibility requirements of the NDIS.
help them gather information and evidence and complete an Access Request case if they decide to apply.
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Professional talking to parents with young child while holding a binder
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Lesson 3 of 8 Early childhood supports and best practice
Best practice
Early childhood supports
Early childhood supports are supports for children in their early years, and their
families. They are specialised supports and therapy. They support children to develop
skills and strategies to take part in everyday activities at home, in the community and
other places such as childcare and school. Early childhood supports are delivered by
qualified allied health professionals, therapists and/or early childhood educators.
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Best practice in early childhood intervention
The NDIA funded the development of Best Practice Guidelines for Early Childhood
Intervention (Best Practice Guidelines). The Best Practice Guidelines support early
childhood intervention practitioners across Australia to apply best-practice
approaches to early childhood intervention. This includes early childhood partners in
their delivery of early supports.
We should understand these guidelines and consider them whenever we interact with or support children and families.
We should let families know of the guidelines to help them when they are choosing and getting support from providers. You can refer to them when explaining plan budgets.
Video about best practice in early childhood intervention
The following video is 3 minutes and 24 seconds long and contains audio. Closed
captions are on the bottom right of video navigation.
YOUTUBE
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ECIAECIA – BestBest PracticePractice inin EarlyEarly ChildhoodChildhood InterventionIntervention
ECIA - Best Practice in Early Childhood Intervention
VIEW ON YOUTUBE
Video transcript ECIA best practice in early childhood intervention.docx 44.8 KB
Select the button to go to the National Guidelines for Best Practice in Early Childhood Intervention.
NATIONAL GUIDELINE
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CONTINUE
Teamwork and the key worker approach
One of the quality areas in the Best Practice Guidelines is teamwork. A medical model
is where multiple professionals are working independently with the child and family.
Using a medical model for early childhood supports can mean that professionals are
not working together and can be confusing for the family.
A diagram with a circle in the middle showing a child sitting down at a table with a plate of food in front of her. She is holding up a utensil over her head. A woman is standing beside the table with her hand on her forehead. Surrounding the circle are a picture of 6 professionals (speech pathologist, occupational therapist, psychologist physiotherapy, educator and social worker) with arrows from each leading to the child and woman. At the bottom of the diagram is a grey box with a picture of a
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family playing and a school. The box contains the wording ‘mainstream services – GP, Pediatrician, Maternal Child Health Nurse or Early Childhood educator may connect directly to the family.
A key worker approach supports teamwork. This is where one member of the team, a
key worker, is the main person who works alongside the family and carers to support
the child’s progress towards goals. The key worker coordinates the delivery of early
childhood supports when working with the family and carers to support the child.
A diagram with a circle in the middle showing a family with two adults and two children sitting at a table eating. A circular dotted line surrounds the family with a picture of a female keyworker with the wording ‘The keyworker works with the child and family in natural settings to implement the strategies developed by the whole team, building capacity of the parent and other carers and educators to support the child every day. 3R’s of Early Learning – relationships, repetition, routines’. Surrounding this is a solid line containing the words educator, psychologist, social worker, speech pathologist, occupational therapist, physiotherapist. At the bottom of the diagram is a grey box with a green section up the top containing the wording ‘The key worker can be any member of the comprehensive team, and can change over time. The grey box has a picture of a family playing and a school. The grey box
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contains the wording ‘mainstream services – GP, Pediatrician, Maternal Child Health Nurse or Early Childhood educator may connect directly to the family’
Some benefits of a key worker model include:
Consistency –
A family will receive consistent advice and support from a professional who knows them very well.
Team approach –
Support will be received from all the professionals in the team, without the disruption of a family and child needing to meet with them all individually.
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Avoids repetition and duplication –
It reduces the number of new people a family needs to get to know, also reducing the number of times they need to talk about their child’s development and goals.
CONTINUE
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Lesson 4 of 8 Access considerations for children younger than 9
Access
Eligibility requirements
age (section 22); and
residence (section 23); and either the:
disability (section 24); or
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early intervention (section 25)
When deciding whether a prospective participant meets the access criteria, the NDIA
will first consider whether a person meets the age and residence requirements.
If both the age and residence requirements are met, the NDIA will then consider
whether the prospective participant meets either the disability or early intervention
requirements.
If a child is under 7 and does not have a condition included on List A, the delegate will
first consider early intervention.
Early intervention requirements (s25)
A person meets the early intervention requirements if:
(a) the person:
i. has one or more identified intellectual, cognitive, neurological, sensory or physical
impairments that are, or are likely to be, permanent (section 25(1)(a)(i)); or
ii. has one or more identified impairments that are attributable to a psychiatric
condition that are, or are likely to be, permanent; or
iii. is a child who has developmental delay; and
(b) the CEO is satisfied that provision of Early Intervention Supports for the person is
likely to benefit the person by reducing the person’s future needs for support in
relation to disability; and
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(c) the CEO is satisfied that provision of early intervention supports for the person is
likely to benefit the person by:
i mitigating or alleviating the impact of the person’s impairment upon their functional
capacity to undertake communication, social interaction, learning, mobility, self-care
or self-management; or
ii preventing the deterioration of such functional capacity; or
iii improving such functional capacity; or
iv strengthening the sustainability of informal supports
available to the person, including through building the capacity
of the person’s carer
The aim of early intervention is to reduce the impact of a person’s disability or
developmental delay on their daily life by providing support as early as possible. If a
child’s development improves they may no longer need support from the NDIS.
Developmental delay
The NDIS may consider that a child has a developmental delay when the child:
is younger than 6 and
has a delay that results in substantial reduction in functional capacity in one or more of the following areas of major life activity (self-care, receptive and expressive language, cognitive development, motor development). This means that the everyday activities the child does or can do is at a significantly lower
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competency level or is substantially different when compared with children of the same age and
requires support for more than 12 months from a team of professionals who work collaboratively.
Global developmental delay
A diagnosis (as per DSM-5) reserved for children up to 5 years of age and applies to
children who are unable to undergo systemic assessments of intellectual functioning,
including children who are too young to participate in standardised testing. A
diagnosis will only be made when a child doesn’t meet certain expected developmental
milestones in several areas of intellectual functioning.
Global developmental delay is a condition on List D Permanent Impairment/Early
Intervention, under 7 years.
A child younger than 7, with a diagnosis of global developmental delay may be eligible
to become a participant of the NDIS under s25.
Evidence of developmental delay form
The Evidence of developmental delay (form) is used by the early childhood partner to
record information when there are concerns regarding delays in the development of a
child under 6 years of age, who may require support under the National Disability
Insurance Scheme (NDIS). The early childhood partner will use the form to describe a
child’s functioning and make recommendations about the best type of supports.
The Evidence of developmental delay form will be completed by the early childhood
partner and uploaded onto PACE.
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The form captures:
evidence of functional impact
description of the child’s current abilities and any delays in development across each of the major life activities; self care, receptive and expressive language, cognitive development and motor development
relevant domains in the legislation and at least one must be considered as having a substantial reduction in functional capacity for this to be evidence of development delay.
Evidence of developmental delay form
SELECT
Eligibility reassessment
It is important that the early childhood partner and/or planner delegate continues to
have eligibility conversations with families during check-ins, especially if the child is
older than 5 with a primary disability of developmental delay or older than 6 with a
primary disability of global developmental delay.
PACE automatically triggers a check-in case before a child with developmental delay
turns 6. For participants with global developmental delay, PACE will trigger a check-in
before they turn 7.
A child will be referred for an eligibility reassessment if:
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their support needs or circumstances change, and
there is evidence they may no longer meet the eligibility requirements for residence or disability and early intervention, or
they entered the NDIS under the early intervention requirements, and there is evidence they may now meet the disability requirements, or
they entered the NDIS under the early intervention requirements for developmental delay or global delay, and there is now evidence of a permanent impairment.
CONTINUE
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Lesson 5 of 8 Functional assessment and screening tools
Developmental milestones
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Image of the cover of the Developmental milestones and the Early Years Learning
Framework and the National Quality Standards
The Developmental Milestones and Early Years Learning Framework and National
Quality Standards can be used as an information tool to look for patterns of
development and behaviour that may suggest that a child is or is not yet meeting
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their developmental milestones. This resource is developed for children 0-5
years.
Developmental Milestones and Early Years Learning Framework and National Quality Standards.
SELECT
Additional information for children younger than 9 can be found on the Raising
Children Network website.
Raising Children Newtwork website
SELECT
Pediatric Evaluation Disability Inventory- Computer Adaptive Test (PEDI-CAT)
The PEDI-CAT must be administered by the early childhood partner on entry into and
transition from early supports. The PEDI-CAT is also administered as part of the
access request process in PACE using the functional capacity assessment case.
The PEDI-CAT is used to:
document functional delay
document changes in functional abilities over time in response to therapeutic intervention.
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Ages and Stages Questionnaire (ASQ)
ASQ results help identify children whose development is on schedule, requires
monitoring or requires further investigation.
The ASQ will help inform recommendations about the most appropriate supports
including early supports. The ASQ is completed as part of the community connections
case in PACE.
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Lesson 6 of 8 A family perspecitve
Supporting families
Video of a family perspective
The following video is 6 minutes and 49 seconds long and contains audio. Closed
captions are on the bottom right of video navigation.
YOUTUBE
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YourYour child,child, youryour familyfamily andand earlyearly childhoodchildhood intervention:intervention: FaFa…
Your child, your family and early childhood intervention: Family Perspectives
VIEW ON YOUTUBE
Transcript Your child, your family and early childhood intervention family perspectives video.docx 48.4 KB
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Lesson 7 of 8 Quiz
There are six quiz questions for you to answer about the early childhood approach.
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Question
01/06
The support an early childhood partner provides in early connections will be
individualised to suit the child and family’s needs. Depending on individual
needs it may include one or more of which support?
Choose all of the correct responses and the select Submit
Connection to community and mainstream supports
Practical information about a child’s development
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Support to connect with providers using funding from an NDIS plan
Early supports for children younger than 6 with developmental concerns
Support to apply for the NDIS if required
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Question
02/06
At the core of the National Guidelines for Best Practice in Early Childhood
Intervention are four quality areas. These are
Choose all of the correct responses and the select Submit
Family
Medical Model
Inclusion
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Universal Principles
Teamwork
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Question
03/06
What is one reason why it is important for NDIA staff and partners to understand
best practice in early childhood intervention?
Staff can use information in the guidelines when talking to families about what they might consider when using the funding in their plan
It will help staff explain reasonable and necessary considerations when there are declined supports such as a trampoline.
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Question
04/06
What are some benefits of using a key worker model compared with a medical
model for early childhood intervention?
Select all that apply and then submit
A family gets a different strategies from all the professionals working with them and they can combine all the strategies together.
A family will receive consistent advice and support from a key worker, who knows them very well.
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It ensures they get support from all the professionals in the team, without the disruption of the family needing to meet with them all individually.
It reduces the number of new people the family needs to get to know, also reducing the number of times a family needs to talk about the child’s development and goals.
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Question
05/06
The Evidence of developmental delay form captures information about a child’s
current abilities and any delays in development across which domains?
Select all that apply and submit
Self care
Social skills
Receptive and expressive language
Emotional development
Cognitive development
Motor development
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Question
06/06
When would a child be referred for an eligibility reassessment?
Select all that apply and submit?
If their support needs or circumstances change and there is evidence they may no longer meet the eligibility requirements for residence or disability and early intervention.
The child representative informs us in writing that they wish to leave the NDIS.
They entered the NDIS under the early intervention requirements, and there is evidence they may now meet the disability requirements.
They entered the NDIS under the early intervention requirements for developmental delay or global developmental delay, and there is now evidence of a permanent impairment.
The family is deemed to not be eligibility for the Child Care Subsidy
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Lesson 8 of 8 Additional Resources
Additional Resources
Here are some additional resources about the early childhood approach which you may
find helpful.
Our Guideline-Early childhood approach
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OUR GUIDELINE
Children’s Taskforce intranet page
INTRANET
National Guidelines for Best Practice in Early Childhood Intervention
NATIONAL GUIDELINE
Thank you for completing this course!
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